字彙的發展與閱讀理解能力有著密切的關係，而字彙與閱讀理解策略的學習對於國小英語學習者占有相當的重要性。本研究旨在探討從上下文推論字義的策略教學對國小六年級學生英語字彙學習及閱讀理解之效益。此研究為準實驗設計，研究對象為台南市某國小106位六年級學生，所有的受試者依據其字彙與閱讀理解測驗的前測成績分為高分組、中分組與低分組，再依原班級分為實驗及控制兩組；實驗組接受字義推論策略教學訓練，而控制組則採用傳統的字彙教學法，直接給予生字詞的中文字義。教學時間每週約60分鐘，為期十六週，研究工具包含問卷、字彙與閱讀理解測驗及字彙知識測驗。

各測驗及問卷的結果經由量化與質性的分析，有以下主要發現：
1.字義推論策略教學有助於學生的字彙學習表現、閱讀理解、字彙知識的學習，學生在字彙表現上的進步幅度明顯大於在閱讀理解上的進步幅度。
2.字義推論策略教學對不同程度的學生在字彙學習表現、閱讀理解、字彙知識的學習上有不同的功效；此外，字義推論策略教學使高分組在字彙表現上的進步幅度大於在閱讀理解上的進步幅度。
3.學生的字彙及閱讀理解表現明顯受到英語程度的影響。大體而言，英語程度越高，在字彙上的表現越好，閱讀理解的表現也越好；而學生在字義推論策略教學後，在字彙上中分組的進步幅度明顯大於高分組，而在閱讀理解上無顯著差異。
4.學生的字彙能力及閱讀理解能力具有顯著的正相關。字彙能力越強，越能增加對文章的閱讀理解。
5.學生對於字義推論策略教學大多持正面肯定的態度。教學後，實驗組學生使用各類知識線索以利理解生字字義及文章的頻率高於對照組，也較能使用較廣泛的知識線索。
6.大體而言，不同英語程度的學生偏好使用不同的知識線索來理解生字字義及文章內容。
7.雖然句子意思、語意及因果關係同為控制組及實驗組學生最常運用來推測字義及理解文章的知識線索，但實驗組學生使用的頻率較高，也較能運用較廣泛的知識線索，如常識及背景知識。

最後，根據上述研究結果，本研究針對字義推論策略教學應用在國小六年級學生的英語教育及未來研究上提出建議。

Vocabulary development and reading comprehension ability are closely related. It is important for young EFL students to learn effective strategies to enhance their vocabulary and reading comprehension. The current study aimed to investigate the effectiveness of the lexical inferencing (LI) strategy instruction on EFL sixth graders’ vocabulary and reading comprehension performance. It was a quasi-experimental design involving 106 sixth graders in an elementary school located in a suburb near Tainan city. The students were categorized as high, mid, and low English proficiency levels (EPLs) according to their performance in the vocabulary and reading comprehension tests (VRCTs) before the intervention. They were then assigned to the experimental and control groups based on their initial classes. The experimental group received the LI strategy instruction while the control group received the traditional definition-based instruction, in which the meanings of the unknown words were directly given with Chinese translations. Each instructional method involved 60 minutes per week and lasted 16 weeks. The questionnaires, VRCTs and decontextualized delayed vocabulary test (DDVT) were conducted to collect data for investigation.

The results of the tests and questionnaires were quantitatively and qualitatively analyzed. The major findings are as follows.
1. The LI strategy instruction assisted the students’ vocabulary performance, reading comprehension, and acquisition of vocabulary knowledge.
2. The LI strategy generated had different effects on vocabulary performance, reading comprehension, and acquisition of vocabulary knowledge for the students with different EPLs.
3. EPLs played as an influential role in determining the students’ vocabulary and reading comprehension performance. The higher the students’ EPLs, the better their vocabulary and reading comprehension performance.
4. The students’ vocabulary achievement had a significantly positive correlation with their reading comprehension achievement.
5. Generally, the experimental group held positive attitudes toward the LI strategy instruction and applied knowledge sources and contextual cues (KSCCs) with a significantly higher frequency than the control group when comprehending the written texts.
6. The students with different EPLs preferred different aspects of KSCCs when applying the LI strategy in understanding the written texts.
7. KSCCs of sentence meaning, discourse meaning, and cause and effect were used most often for comprehension by both the experimental and control groups when reading.

Moreover, based on the results, this study proposes some pedagogical implications and suggestions for future research in the end of the work.

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