本質性研究旨在探究新北市一私立幼兒園中，參與美語才藝課程的十位幼兒美語學習者，對英文繪本課程的學習動機。此繪本課程由美語授課老師，亦為本研究之研究者，以九本英文繪本取代原用美語教材，並以七種類型活動融入教學，用以提昇幼兒學習美語之動機。本研究中的十位參與者，分別為六位男生及四位女生，皆為此幼兒園的大班學童；此繪本課程開始時，十位研究參與者皆已學習至少一年的美語課程。
　　本研究之資料蒐集來源有三：觀察、學生對課程活動心得回饋，和教師日誌。研究參與者上課過程先以錄影方式蒐集資料，再根據Ormrod’s (2011) 所提出六種與動機相關之態度行為，進行觀察，並同時謄寫觀察記錄與分析。學生對課程活動心得回饋則依Lichtman (2006) 的三C分析法，進行解碼、分類與鑑別。教師日誌用以檢證，以提高質性研究之品質。英文繪本向來被視為能夠有效提昇學習動機的教材；使用繪本進行教學亦被認為有益於英文學習之教學法之一(Chao, 2014; Fang, 2008; Ghosn, 2002; van Kraayenoord & Paris, 1996; Lin, 2010; Linse, 2007; Sheu, 2006; Wu, 2012; Wu, 2013)。有關動機與繪本於課堂運用之研究雖不乏，但對幼兒園美語學習者動機之探究卻顯不足。因此，藉由本研究參與者對繪本課程與活動學習動機之深入探討，期能提供幼兒美語教學者不同的視野，對幼兒學習美語之動機有更進一步認識。
　　研究結果顯示，十位參與者對於英文繪本使用的看法，分別為圖像導向、故事導向、學習導向以及連結導向。每一類型的課程活動，則依參與者的觀點進行分析比對，以鑑別出其對各類活動偏好之因素。此外，參與者的生理狀況和教師的教學風格對於參與者的學習行為與對繪本課程的看法，亦造成影響。
　　這些以參與者心得回饋為本的研究結果，不但針對幼兒學習美語的喜好，提供了深入的見解；同時也證實此繪本課程可提昇幼兒美語學習動機，因此適合採行於幼兒園。

This qualitative study examines how ten young English as a Foreign Language (EFL) learners were motivated to learn English in a picture book program, part of the after-school program implemented in a private preschool in New Taipei City, Taiwan. This picture book program was designed by the researcher, also the instructor, to replace the textbook selected by the school principal with nine authentic picture books to enhance the participants’ motivation to learn English. Seven types of activities were also incorporated into the program. These 5-6-year-old participants, six boys and four girls, had been learning English for more than one year when this program started.
The data were collected through participant observation, student feedback on classroom activities, and the teacher log. The participants were observed and video-recorded while participating in class based on Ormrod’s (2011) six motivational behaviors. The descriptive notes of participant observation and student feedback on activities were analyzed, according to Lichtman’s (2006) three Cs of analysis: coding, categorizing, and identifying concepts. The teacher log was adopted to verify the findings. Authentic picture books have been viewed as a motivational medium and one of the useful pedagogical tools in the EFL classroom (Chao, 2014; Fang, 2008; Ghosn, 2002; van Kraayenoord & Paris, 1996; Lin, 2010; Linse, 2007; Sheu, 2006; Wu, 2012; Wu, 2013). However, despite a large body of literature on motivation and the use of picture books in classroom-based action research, little research has focused on EFL preschoolers’ motivation. Through better understanding how the participants were motivated to learn English in this particular picture book program, this study provides insights for other EFL teachers of preschoolers.
The findings showed that the participants’ perceptions of the use of authentic picture books were illustration-oriented, story-oriented, learning-oriented, and connection-oriented. Their viewpoints on the seven types of classroom activities were diverse, indicating various factors resulted in their preference on each type of the activities. Furthermore, the participants’ attitudes toward the Picture Book Program could also be affected by their physical conditions and the instructor’s teaching style.
The encouraging findings based on the participants’ feedback not only provided in-depth insights on very young learners’ preferences on English language learning but also proved that the Picture Book Program can be adopted in preschools as a motivational means of teaching young EFL learners.

Abstract (Chinese) i
Abstract (English) iii
Acknowledgements v
Table of Contents vi
Chapter 1 Introduction 1
1.1 Background 1
1.2 Research Questions 4
Chapter 2 Literature Review 6
2.1 Picture Books 6
2.1.1. Picture Books and Linguistic Development 10
2.1.2. Picture Books and Literacy Development 12
2.1.3. Picture Books and Emotional Development 12
2.1.4. Picture Books and Cultures 13
2.1.5. Picture Books and Abilities of Thinking and Creativity 14
2.1.6. Picture Books and Aesthetic Value 15
2.1.7. The Use of Picture Books in EFL Classrooms 16
2.2 Motivation 18
2.2.1. Behavioral Views on Motivation 20
2.2.2. Humanistic Views on Motivation 21
2.2.3. Cognitive Views on Motivation 22
2.2.4. L2 Motivation 24
2.2.5. Pedagogical Implications of Motivation 27
2.2.6. Motivation and Picture Books 29
Chapter 3 Methods 33
3.1 Setting and Participants 33
3.1.1. The Picture Book Program 34
3.1.2. Picture Books 35
3.1.3. Activities 35
3.2 Data Collection 41
3.2.1. Participant Observation 41
3.2.2. Student Feedback on Classroom Activities 44
3.2.3. Teacher Journal 45
3.3 The Role of the Researcher 46
3.4 Data Analysis 48
3.4.1. Participant Observation 48
3.4.2. Student Feedback on Activities 49
3.4.3. Teacher Journal 50
Chapter 4 Discussion 51
4.1 Attitudes toward the Use of Authentic Picture Books in the Classroom Learning 51
4.1.1. Illustration-oriented 51
4.1.2. Story-oriented 53
4.1.3. Learning-oriented 56
4.1.4. Connection-oriented 57
4.2 Perceptions of the Classroom Activities Designed to Enhance Learning 60
4.2.1. Art 60
4.2.2. Discussion 65
4.2.3. Games 72
4.2.4. Music 74
4.2.5. Physical Movement 77
4.2.6. Reward System 78
4.2.7. Technology 81
Chapter 5 Conclusion 89
References 94
Appendix A 111