This study aims to compare rhymes, picture books and the general teaching method in terms of its effectiveness for developing spoken language in five dimensions: fluency, the number of missing words, wrong word choice, synonyms and the rate of correct words per second . The hypothesis is that singing will be the best platform for young children to acquire oral skills. In this study, an experimental method was employed with a total of 54 children, aged 5 to 6 years (K3 class grade), and they were studied for a period of three weeks. The informants were first divided by systematic sampling into 3 groups of 18 children each, namely singing group, picture books group and general teaching group. Data was gathered in the different stages – pretest, middle test and posttest – and collected by audio recording and posteriorly noted in a score sheet for the convenience of statistical data. Results support the initial hypothesis and singing method proved to be the most efficient, followed by picture books and mainstream method ranked last. Singing is beneficial for both fluency and pronunciation; however, picture books might prove to be more efficient in terms of learning word meaning and improve creativity.

本研究旨對比兒歌、繪本以及一般教學法對幼兒學習口語之成效情況。 本研究採用實驗研究方法，以研究者所任教的一所幼稚園幼高班的幼兒，即5至6歲 之幼稚園幼兒為研究對象，共54位幼兒進行為期三星期的研究。研究假設是唱歌組對幼 兒學習口語的成效最好。54位幼兒首先按照系統抽樣的方式分為兒歌組、繪本組和一般 教學組。每一組有18人，三組皆通過前測、中測和後測來探討幼兒學習口語中五個維度 的成效。五個維度包括錯字、漏字、流暢度、同意異字以及每秒正確字數等。研究者在 數搜集方面以錄音為主，而且通過維度評分表紀錄幼兒的成績，方便統計數據，完成研 究後得到的結果是研究假設是成立的。唱歌組對幼兒學習口語的成效最好，成績最好。 其次是繪本組的成效好，意思即較一般教學組成效高。總括而言，唱歌對幼兒在口語學 習上的發音和流暢方面有很大幫助，而繪本則對幼兒創意力和學習單詞的意思有很大幫 助。