本研究旨在探討台灣大學生對於英文字彙學習策略使用之情形與接受性字彙技能，並探討進行英文字彙學習策略教學的前、後，學生對於英文字彙學習策略之使用與接受性字彙技能是否有顯著差異。本研究對象為122位大一學生，接受為期四週的英文字彙學習策略教學。本研究以Schmitt (1997)的英文字彙學習策略問卷及Schmitt, Schmitt and Clapham (2001)接受性字彙測驗作為測驗工具；分析方法以量化分析與放聲思考法的質化分析。 量化的研究結果顯示(1)不論在教學前、後，學生最常使用的字彙學習策略是決定策略；最少使用的策略是社交策略。(2)教學後，女生在2000字及整體的接受性字彙測驗達顯著進步。(3)在迴歸分析中，決定策略是重要因子。(4)經事後檢定(雪費法)得知學生在教學前、後，字彙學習策略使用之程度達顯著差異，尤其對於高策略程度的學生效果更顯著。 質化方面以放聲思考法蒐集分析，學生學習字彙學習策略大多以本身的習慣以及方便性為考量，因此決定策略是最常使用的策略。本研究建議教師可將字彙學習策略融入其教學，幫助學生更有效的學習英文字彙。 This research investigated the relationship between vocabulary learning strategies and receptive vocabulary size among college EFL learners in Taiwan. A four-week teaching intervention was designed and implemented to explore such relationship. It taught participants the vocabulary strategies based on Schmitt’s (1997) categories. His Vocabulary Learning Strategies Questionnaire (VLSQ) (1977) was in turn deployed as the instrument to measure progress made by the participants who had been recruited from two intact Freshman English classes (N = 122). The other instrument administered in the research was the Receptive Vocabulary Level Test (RVLT) designed by Schmitt, Schmitt and Clapham (2001) to gauge participants’ vocabulary size pre- and post-intervention. Both quantitative and qualitative data were elicited and gathered for analyses. Results of the quantitative data elicited through the two questionnaires (VLSQ and RVLT) show that 1) the most favored and used strategies pre- and post-invention was determination strategies; the least used were social strategies; 2) the female participants made significant progress in 2,000 and overall word perceptive vocabulary level test after intervention; 3) determination strategies were the most important contributor and predictor to the participants’ current and future vocabulary learning, as demonstrated by a stepwise regression analysis; and finally 4) through a Scheffe post-hoc test, it emerged that the variety and amount of strategies use by the participants increased significantly after intervention, in particular those of the high-strategies users. As for qualitative data, it was gathered through a think-aloud verbal protocol method to complement the quantitative findings in terms of strategies use. Participants’ self-report (verbal protocol) revealed that they tended to learn vocabulary with strategies they were accustomed to and those that were convenient to them. In this case, determination strategies arguably were their favorite.These findings suggest that participants’ strategies are in tandem with their proficiency level and above all the teaching approaches they have been exposed to in the EFL (English as a foreign language) environment they grew up in. These findings also strongly advocate for more strategies training for the learners in Taiwan, as such training is crucial to their vocabulary gain.
