中文摘要
一個人的英語運用能力取決於其字彙量的多寡。儘管背單字相當重要，但許多台灣高中生常常背了就忘。為了要提升學生的字彙記憶效益，研究者設計一個結合線上檢索詞工具和線上字典的單字教學法，並將它應用在來自南台灣的37名高二生上，這些學生則為本研究的實驗組。在教學過程中，學生利用雅虎線上字典查閱目標詞的中文涵義和聆聽英語發音，接著他們使用JustTheWord這個線上檢索詞工具，在這個網頁中，學生被要求找出五個最常用的單字組合，並把例句抄寫下來。這時候，若學生有遇到不會的單字，則可回過頭用雅虎線上字典查字義。同時，來自同校另外38名學生則為對照組，他們接受傳統的單字教學法習得相同的目標詞。在此教學活動結束後，兩組學生皆參加單字立即測驗，並於一周後接受延宕測驗。整個單字訓練過程重複五次，且每次的目標詞皆不同。根據測驗的結果以及回收的問卷，此研究有以下之主要發現：

1.實驗組在立即測驗中的表現優於對照組。
2.兩組在一週過後皆有明顯的記憶衰退現象，但實驗組在延宕測驗中，表現仍比對照組好。
3.結合線上檢索詞工具和線上字典的單字教學法對學生的閱讀理解有所助益。
4.此教學法有助於實驗組的非刻意單字學習。
5.透過JustTheWord的單字結合功能，實驗組對搭配詞的概念更加強化。
6.背單字的過程中，要記住相對應的中文意思對台灣高中生來說是比較困難的。
7.實驗組中程度較高的同學能保留最多的單字。
8.學生對結合線上檢索詞工具和線上字典的單字教學法抱持一種矛盾的心態，從一方面來說他們肯定此教學法的正面成效，但就某種程度而言，他們在課堂上仍較偏好傳統的單字教學法。

最後，希望以上幾點發現對當今的英語外語教學領域有微薄的貢獻。

Abstract
Vocabulary size determines a learner’s command of English. Despite the importance of vocabulary, many Taiwanese senior high school students tend to forget the words they have learned after a couple of days. For the purpose of improving learners’ vocabulary retention, the researcher devised a vocabulary instruction that combined online concordancer and online dictionary (OCOD) and applied it to 37 senior high school juniors from southern Taiwan, who served as the experimental group. In the training, they were asked to look up the target words in Yahoo! online dictionary to listen to their pronunciation and recognize their Chinese definitions. Afterwards, they were guided to use an online concordancer named JustTheWord. With JustTheWord, the students were asked to selectthe five most frequent word combinations and write down their example sentences. As the participants investigated the word combinations and the example sentences, they were also reminded to turn back to the online dictionary in case they should encounter other unfamiliar words in this process. Meanwhile, another 38 students from the same school, serving as the control group, were learning the same target words with conventional vocabulary instruction. Posterior to the training, both groups received immediate vocabulary tests, and delayed vocabularytests were conducted one week later. The entire training was repeated five times with different target words. Based on the results of the vocabulary tests and questionnaires, the present study had the following major findings:

1.Generally, the experimental group outperformed the control group in the immediate vocabularytests.
2.Both groups had obvious memory loss after a one-week period, but the experimental group excelled the control group in the delayed vocabularytests in substance.
3.The OCOD-based vocabulary instruction was conducive to the students’ reading comprehension.
4.The experimental group benefited from incidental vocabularyacquisition.
5.The experimental group’s collocation concepts were strengthened thanks to the word combination function of JustTheWord.
6.In learning new words by heart, the Chinese equivalents are the most challenging part for Taiwanese senior high school EFL learners.
7.High achievers of the experimental group succeeded in retaining the maximum of words.
8.The students held an ambivalent attitude toward OCOD-based vocabulary instruction, in that they approved of the positive effects of the training but preferred the traditional approach in class to some degree.

With the above findings, it is hoped that the humble spark of the current study may contribute to the brightness of the TEFL field.

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