論文內容題要：
　　單字的偶發附帶學習 (incidental vocabulary learning) 對讀者有很大的幫助，然而對EFL學生而言實為不足，因為在這些學生當中，很少人能夠從事廣泛的閱讀。所以，研究者想要結合教室教學與廣泛閱讀來確定單字的偶發附帶學習能夠發生。另外她也想要利用單字練習題來加強學生的單字習得(vocabulary acquisition)。本研究之目的在於藉由比較單字的增強活動(RP)和純粹閱讀(RO)兩種教學方法，來探索在英語閱讀教學環境中，高中學生的單字習得。參與實驗的對象是五十位台灣高三男性學生，其英文能力屬於中等程度。本研究將學生分成兩組，每組二十五人來教學。在RP組中，受測者在閱讀選文後，回答閱讀理解問題(comprehension questions)，然後做一系列的單字練習題。在RO組中，受測者同樣地閱讀文章後，也回答閱讀理解問題(comprehension questions)，然後，不同的是，他們再讀補充閱讀文章(supplementary readings)。這些文章是特別為他們撰寫出來的，其中原先閱讀過的選文中的主要單字(target words)會再次出現在其中。所有受測者均接受前測，後測，及三個月後的記憶測驗(delayed-recall test)，並作問卷調查。主要的發現如下：
　　1. 兩組(RP和RO)的受測者皆有獲得主要單字的知識。
　　2. RP組比RO組得到更多的單字知識及保留更多的記憶。
　　3. 在RP組中，程度較高的學生沒有比程度較低的學生在實驗過後，獲得更多的單字知識。也沒有在三個月後，忘記更多的單字知識。但是他們顯著地比程度較低的學生在三個月後保留更多的單字知識。然而在RO組中，程度較高的學生完全沒有比程度較低的學生獲得更多，忘記更多，或保留更多的單字知識。
　　4. 根據單字知識等級表(Vocabulary Knowledge Scale)的測量結果，兩組學生顯示數量上（知道的字和不知道的字）和質量上（單字知識的深度）都有所獲。
　　5. 兩組的學生皆認為他們的教學法有用而且適合。他們估計他們大約習得了54% 的主要單字。而且他們比較喜歡敘事體的文章甚於說明文。
　　總之，雖然多次反覆地在閱讀中讀到主要單字會導致單字知識的增加，但是結合閱讀教學與單字加強活動來引導學生的注意力於特定的主要單字上，對學生的單字習得是比較有效的。

　　Incidental vocabulary learning can offer a lot of help to readers. However, it appears insufficient because not many EFL students can engage in extensive reading. Therefore, the researcher wanted to combine the classroom instruction with extensive reading to ensure that incidental vocabulary acquisition took place. She also wanted to enhance EFL students’ vocabulary acquisition by using vocabulary exercises. The purpose of this study was to investigate the comparison of EFL senior high school students’ vocabulary acquisition between vocabulary enhancement instruction (Reading Plus Treatment) and reading only instruction (Reading Only Treatment) in the context of a reading program. Subjects were 50 third-year male intermediate-level students in a senior high school in Taiwan and they were taught in these two treatments. In the Reading Plus (RP) treatment, subjects read selected texts on two themes and answered comprehension questions, and then they did a series of vocabulary exercises. Likewise, in the Reading Only (RO) treatment, subjects read the same selected texts on two themes and answered comprehension questions. Then, instead, they had to read the supplementary texts especially composed to present the target words again from the main texts. As for the measurement, Vocabulary Knowledge Scale (VKS) was used as pre-test, post-test, and delayed-recall test to all the subjects, and a questionnaire, too. The major findings are summarized as follows:
　　1. Students in both groups (RP and RO) gained in their knowledge of target words.
　　2. The RP group led to greater gains and greater retentions than the RO group did.
　　3. For the RP group, the high proficiency level students neither significantly acquired nor forgot more target words than the low proficiency level counterparts did, yet they did significantly retain more words than the low ones did three months after the instruction. As for the RO group, the high and low proficiency level students’ performances did not differ at a significant level on vocabulary acquisition, forgetting, and retention. It may imply that for a long-term effect, the RP treatment was more advantageous for the high proficiency level students.
　　4. Both groups showed quantitative (words known vs. unknown) and qualitative (the “depth” of vocabulary knowledge) vocabulary gains as measured by VKS.
　　5. Students in both groups considered the treatments useful and appropriate. They estimated that they had learned about 54% of all the target words. Besides, they preferred narrative articles to expository articles.
　　In conclusion, although multiple encounters with target words during reading led to increased vocabulary knowledge, it was more effective for EFL students to combine reading with vocabulary enhancement activities to guide and focus their attention on specific target words for more effective vocabulary learning.

REFERENCES

Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. Cambridge: Cambridge University Press.

Anderson, N. J. (2003). Active skills for reading: Book three. Singapore: Thomson Corporation.

Anderson, N. J. (2003). Active skills for reading: Book four. Singapore: Thomson Corporation.

Ard, J., & Homburg, T. (1992). Verification of language transfer. In S. Gass, & L.
Selinker (Eds.), Language transfer in language learning (pp. 47-70). Amsterdam: Benjamins.

Bahrick, H. P. (1984). Semantic memory content in permastore: Fifty years of memory for Spanish learned in school. Journal of Experimental Psychology: General, 113, 1-37.

Bahrich, H. P., & Phelps, E. (1987). Retention of Spainish vocabulary over 8 years. Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 344-349.

Beaton, A., Gruneberg, M., & Ellis, N. (1995). Retention of foreign vocabulary using the keyword method: A ten-year follow-up. Second Language Reaearch, 11, 112-120.

Beck, I., McKeown, M., & Omanson, R. (1987). The effects and uses of diverse vocabulary instructional techniques. In M. McKeown, & M. Cutis (Eds.), The nature of vocabulary acquisition (pp. 147-163). Hillsdale, NJ: Elbaum.

Beck, I. I., Perfetti, C. A., & McKeown, M. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 71(1), 506-521.

Beglar, D., & Hunt, A. (1999). Revising and validating the 2000 Word Level and University Word Level Vocabulary Tests. Language Testing, 16(2), 131-162.
Bensouddan, M., & Laufer, B. (1984). Lexical guessing in context in EFL reading comprehension. Journal of Research in Reading, 7(1), 15-32.

Carter, R. (1987). Vocabulary and second/foreign language teaching. Language Teaching, 20(1), 3-16.

Celce-Murcia, M. (1991). Language teaching approaches: An overview. In M. Celce-Murcia (Ed.), Teaching English as a scond or foreign language, (2nd Ed.), (pp. 3-11). Massachusetts: Heinle & Heinle Publishers.

Chen, H. J. (1998). A preliminary investigation of Taiwanese EFL learners’ vocabulary Size. In The proceedings of the nineteenth international conference on english teaching and learning (pp. 193-211). Taipei: Crane Publishing Co.

Chern, C. L. (1993). Chinese students’ word-solving strategies in reading in English. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 67-85). Norwood, NJ: Ablex.

Coady, J. (1997). L2 vocabulary acquisition through extensive reading. In J. Coady, & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 225-237). New York: Cambridge University press.

Curtis, M. E. (1987). Vocabulary testing and vocabulary instruction. In M. G. McKeown, & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 37-51). Hillsdale, NJ: Lawrence Erlbaum Associates.

De Glopper, K. (1996). Effects of the training of a word learning strategy in mother tongue and foreign language. Paper presented at the 11th World Congress of Applied Linguistics (AILA), Jyvaskyla, Finland.

Drum, P., & Konopak, B. (1987). Learning word meanings from written context. In M. McKeown, & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 73-87). Hillsdale, NJ: Erlbaum.

Dubin, F., & Olshtain, E. (1993). Predicting word meaning from contextual clues: Evidence from L1 readers. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 181-202). Norwood, NJ: Ablex.

Elley, W., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.

Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs, Language Learning, 41, 375-411.

Ellis, R. (1995). Modified oral input and the acquisition of word meanings. Applied Linguistics, 16, 409-441.

Evans, M., Markowitz, J., Ahlswede, T., & Rossi, K. (1986). Digging in the dictionary: Building a relational lexicon to support natural language processing applications. Paper presented at the Computers in Language Research Conference, urbana, IL. (ERIC Document Reproduction Service No. ED 281 385)

Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21, 225-241.

Gass, S. (1988). Integrating research areas: A framework for second language studies. Applied Linguistics, 9, 233-252.

Gass, S. (1989). Second language vocabulary acquisition. Annual Review of Applied Linguistics, 9, 92-106.

Gass, S. (1997). Input, interation, and the second language learner. Hillsdale, NJ: Erlbaum.

Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.

Gradman, H., & Hanania, E. (1991). Language learning background factors and ESL proficiency, Modern Language Journal, 75, 39-44.

Grace, C. (1998). Retention of word meanings inferred from context and sentence-level translations: Implications for the design of beginning-level CALL software. The Modern Language Journal, 82(4), 533-545.

Graves, M. (1987). The roles of instruction in fostering vocabulary development. In M. McKeown, & M. Curtis (Eds.). The nature of vocabulary acquisition (pp. 165-184). Hilsdale, NJ: Wribaum.

Green, J. M., & Oxford, R. (1995). A closed look at learning strategies: L2 proficiency and gender. TESOL Quarterly, 29, 261-297

Haastrup, K. (1991). Lexical inferencing procedures or talking about words. Tubingen: Gunter Narr.

Hatch, E., & Brown, C (1995). Vocabulary, semantics, and language education. New York: Cambridge University Press.

Haynes, M. (1993). Patterns and perils of guessing in second language reading. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp. 46-64). Norwood, NJ: Ablex.

Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second language Acquisition, 21, 303-317.

Herman, P. A., Anderson, R. C., Pearson, P. D., & Nagy, W. E. (1987). Incidental acquisition of word meaning from expositions with varied text features. Reading Research Quarterly, 22, 263-284.

Huank, X., & Van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics, 8, 287-307.

Huang, T. L. 黃自來 (2001). 字彙與閱讀之探討與實踐研究。第十屆英語文教學國際研討會論文集 (頁446-456)。台北市: 文鶴。

Huang, C. C.黃金誠 (2001). An investigation of ESP students’ vocabulary knowledge and reading comprehension. In Selected papers from the tenth international symposium on English teaching (pp.435-445). Taipei: Crane Publishing Co.

Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning, in P. J. L. Arnaud, & H. Be’joint (Eds.), Vocabulary and applied linguistics (pp.113-125). Basingstoke: Macmillan.

Hulstijn, J., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339.

Hulstijn, J. H. (2000). The use of computer technology in experimental studies of second language acquisition: A survey of some techniques and some ongoing studies. Language Learninf and Technology, 3(2), 32-43.

Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning vocabulary through reading. American Educational Research Journal, 21(4), 767-787.
Joe, A. (1995). Text-based tasks and incidental vocabulary learning. Second Language Research, 11(2), 149-158.

Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. Modern Language Journal, 78, 285-299.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.

Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern language Journal, 73(4), 440-464.

Laufer, B. (1989). What percentage of lexis is essential for comprehension. In C. Lauren, & M. Nordman (Eds.), From human thinking to thinking machines (pp. 126-132). Basingstoke; Macmillan.

Laufer, B. (1991). How much lexis is necessary for reading comprehension? In J. L. Arnaud & H. Bejoint (Eds.), Vocabulary and Applied Linguistics (pp.126-132). London: MacMillan.

Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know, and words you can’t guess. In J. Coady, & T. Huckin (Eds.), Second Language Vocabulary Acquisition (PP. 20-34). New York: Cambridge University Press.

Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning and Technology, 3(2), 58-76.

Lawson, M. J., & Hogben, D. (1996). The vocabulary-learning strategies of foreign-language students, Language Learning, 46, 101-135.

Li, X. (1988). Effects of contextual cues on inferring and remembering meanings of new words. Applied Linguistics, 9, 402-413.

Lin, M. S. 林茂松 (1995). 中華民國高中高職英文教學現況比較分析。第十五屆中華民國英語文教學研討會論文集 (頁59-79)。台北市: 文鶴。

Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading, American Education Research Journal, 24, 237-270.

Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253.

Nation, P., & Coady, J. (1988). Vocabulary and reading. In R. Carter, & M. McCarthy (Eds.), Vocabulary and Language Teaching (pp. 97-110). London: Longman.

Nation, I. S. P. (1990). Teaching and learning vocabulary, Massachusetts: Newbury House.

Nation, I. S. P. (1993). Vocabulary size, growth, and use. In R. Schreuder & B. Weltens (Eds.), The Bilingual Lexicon (115-134). Philadelphia, PA: John Benjamins Publishing Company.

Nation, I. S. P. (2000). Learning vocabulary in lexical sets: Dangers and guidelines, TESOL Journal, 9(2), 6-10.

Olshtain (1987). The acquisition of new word formation processes in second language acquisition. Studies in Second Language Acquisition, 4, 221-231.

Oxford, R., & Crookall, D. (1990). Vocabulary learning: A critical analysis of techniques. TESL Canada Journal, 7(2), 9-30.

Paribakht, T. S., & Wesche, M. B. (1993). Reading comprehension and second language development in a comprehension-based ESL program. TESL Canada Journal, 2(1), 9-29.

Paribakht, T. S., & Wesche, M. (1996). Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. The Canadian Modern Language Review, 52, 250-273.

Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. In J. Coady, & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp.174-200). New-York: Cambridge University Press.

Paribakht, T. S., & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition: A introspective study of lexical inferencing. Studies in Second Language Acquisition, 21, 195-224.

Parry, K. (1993). Too many words: Learning vocabulary of an academic subject. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second Language reading and vocabulary Learning (pp. 109-129). Norwood, NJ: Ablex.

Parry, K. (1997). Vocabulary and comprehension: Two portraits. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 55-68). New York: Cambridge University Press.

Pressley, M. (2002). Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5(2).

Read, J. (1989). Towards a deeper assessment of vocabulary knowledge. Washington, DC: Eric Clearinghouse on Languages and Linguistics. (ERIC. ED 301 048)

Ridgway, T. (1997). Thresholds of the background knowledge effect in foreign language reading. Reading in a Foreign Language, 11(1), 151-168.

Robinson, P. J. (1997). Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19, 223-247.

Schmidt, R. (1994). Implicit learning and the cognitive unconscious: Of artificial grammars and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 165-209). New York: Academic, Press.

Schmitt, N. (1997). Vocabulary learning strategies, In N. Schmitt, & M. McCarthy (Eds), Vocabulary: Description, association and pedagogy (pp. 199-227). Cambridge: Cambridge University Press.

Schmitt, N., & Schmitt, D. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. ELT Journal, 49, 133-143.

Shu, H., Anderson, R. C., & Zhang, H. (1995). Incidental learning of word meanings while reading: A Chinese and American cross-cultural study. Reading Research Quarterly, 30(1), 76-95.

Smith, F. (1998). The book of learning and forgetting. New York: Cambridge.

Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-400.

Stoller, F., & Grabe, W. (1993). Implications for L2 vocabulary acquisition and instruction from L1 vocabulary research. In T. Huckin, M. Haynes, & J. Coady (Eds.), Second language reading and vocabulary learning (pp.29-45). Norwood, NJ: Ablex.

Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown, & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Erlbaum.

Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. The Canadian Modern Language Review, 53, 13-40.

Wesche, M. B., & Paribakht, T. S. (2000). Reading-based exercises in second language vocabulary learning: An introspective study. The Modern Language Journal, 84(2), 196-213.

Wode, H. ( 1999). Incidental vocabulary acquisition in the foreign language classroom. Studies in Second Language Acquisition, 21, 243-258.

Zimmerman, C. B. (1994). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language acquisition (pp. 5-19). Cambridge: Cambridge University Press.