本研究旨在探討詞綴知識(morphological knowledge)、拼字知識(orthographic knowledge)和字彙量(vocabulary size)之間的關係，同時，也希望探討上述各種單字知識是否會隨著時間的不同而有發展上的改變。
　　本研究以臺灣一所高級中學11年級(即高中二年級)的六個班級學生作為受試者。這些受試者首先分別接受詞綴知識測驗(morphological knowledge test, MKT)、拼字知識測驗(orthographic knowledge test, OKT)及字彙量測驗(vocabulary levels test, VLT)的第一次施測(前測)，而接著則分別在兩個月以後及四個月以後，依相同程序重複進行第二次施測(後測)及第三次施測(後後測)。本研究也採用皮爾遜積差相關矩陣(correlation matrix)及相依樣本多變量變異數分析(repeated measures MANOVA)來分別探討這些字彙知識之間的關係及發展上的改變。
　　本研究之重要發現可摘述如下：一、高中生的詞綴知識、拼字知識和字彙量之間具有顯著的相關。二、高中生的詞綴知識和拼字知識之間的關聯程度，在間隔一段時間以後將會有明顯的提高。三、高中生的「詞綴知識」在這四個月的時間裡呈現出隨著時間成長的顯著趨勢。四、高中生的「拼字知識」在這四個月的時間裡呈現出隨著時間成長的顯著趨勢。五、高中生的「字彙量」在這四個月的時間裡呈現出隨著時間成長的顯著趨勢。
　　基於上述研究發現，本研究可歸納出下列教育意涵：一、語言教學者應將詞綴知識、拼字知識及字彙量融入教學當中。二、應發展出追蹤系統以協助學習者觀察其字彙量的進步情形。三、本研究的相關測驗可應用於作為診斷學習者字彙能力的工具。
　　至於對後續研究的建議方面，本研究認為應可進一步加入許多受試者的不同特徵或背景來進行探討。而且，後續研究也可考量延長研究時間至一年以上。此外，也可考量採用其他統計方法(例如迴歸分析或結構方程模式等)來探討各字彙知識之間的預測力。

The current study investigated the relationships between morphological knowledge, orthographic knowledge, and vocabulary size. Moreover, the developmental change in each vocabulary knowledge was also explored.
Participants were students from six eleventh-grade classes in a senior high school in Taiwan. The participants first took the morphological knowledge test, followed by orthographic knowledge test and vocabulary levels test. After the first round, the same procedures were repeated other two rounds for four months. Correlation matrix and repeated measures MANOVA were conducted in the present study to explore the correlations and the developmental change of vocabulary knowledge.
Important findings were summarized below. First, morphological knowledge, orthographic knowledge, and vocabulary size were correlated. Second, the correlations between morphological knowledge and orthographic knowledge showed an apparent increase in four months. Third, the participants’ morphological knowledge demonstrated a trend of significant growth over time. Fourth, the participants’ orthographic knowledge showed a trend of significant growth in four months. Fifth, learners’ vocabulary size expanded considerably in four months.
Based on the research findings, the study presents the following pedagogical implications. First, language instructors should involve morphological knowledge, orthographic knowledge, and vocabulary size in their teaching. Second, tracking systems should be developed to help learners observe their vocabulary progress. Third, the measurements in the present study could serve as diagnostic tools to tap into learners’ ability in vocabulary.
As for the suggestions for future research, more participants with different characteristics and backgrounds should be invited. Moreover, future research could prolong the study to a one-year or above research. Furthermore, other statistical methods, such as regressive analysis or structural equation modeling, could be adopted to further explore the predictability among each aspect of vocabulary knowledge.

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