This study investigated the effects of Pictologics (PLS) method developed by Author (2004) on English vocabulary learning by Malaysian year six primary school students (N=118). It also examined the probable gender differences (N=54, p≤.01). In a pretest-posttest control-group design, students in two public schools in Penang, Malaysia, participated in this experiment. They were almost equally divided into the treatment group which received their training with PLS, and the control group that received their training via a conventional method. A 50-item TOEFL vocabulary test was the instrument. The data revealed that students under PLS obtained a significantly higher gain score in the vocabulary test. However, the difference between the vocabulary gain score between the male and female students in the treatment group was not significant. Briefly introducing PLS in light of the schema theory, this paper encourages teachers to be trained and students be taught to sufficiently use the PLS techniques to enhance teaching and learning English vocabulary.

中文翻译：

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图式理论对马来西亚学生的象形学及其对英语词汇学习的影响

这项研究调查了作者（2004）开发的象形文字（PLS）方法对马来西亚六年级小学生（N = 118）的英语词汇学习的影响。它还检查了可能的性别差异（N = 54，p≤.01）。在前测后测控制组设计中，马来西亚槟城两所公立学校的学生参加了该实验。他们几乎平均分为接受PLS训练的治疗组和通过常规方法接受训练的对照组。该工具是一项50项TOEFL词汇测试。数据显示，PLS下的学生在词汇测试中获得了明显更高的学习成绩。然而，治疗组中男女学生的词汇增益得分之间的差异并不显着。