本研究旨在探討關鍵字法對國中學習障礙學生英語字彙學習成效的影響。研究對象為三位國中學習障礙學生，並採單一受試研究法中的跨受試多探試設計來進行教學處理。本研究之自變項為關鍵字法，依變項則為英語字彙之字義、認字與讀音的學習成效。
本研究之實驗處理有三階段，分別為基線期、處理期與維持期，研究過程以研究者自編之「英語字彙之字義、認字與讀音測驗」及「英語字彙之字義、認字與讀音保留測驗」為工具進行資料蒐集，並將所蒐集的資料利用視覺分析並搭配C統計之方式進行分析。
本研究的結論如下:
一、 關鍵字法對國中學習障礙學生英語字彙字義能力具有立即成效。
二、 關鍵字法對國中學習障礙學生英語字彙字義能力具有維持成效。
三、 關鍵字法對國中學習障礙學生英語字彙認字能力具有立即成效。
四、 關鍵字法對國中學習障礙學生英語字彙認字能力具有維持成效。
五、 關鍵字法對國中學習障礙學生英語字彙讀音能力具有立即成效。
六、 關鍵字法對國中學習障礙學生英語字彙讀音能力具有維持成效。
根據上述研究結論，提供相關建議，以做為未來教學與研究之參考。

The purpose of the study is to explore how the keyword method enhances English vocabulary learning for junior high school students with learning disabilities. The subjects of this study were three junior high school students with learning disabilities. This study employed the multiple-probe technique across subjects, a variation of the multiple-baseline designs. The independent variable of this research is the keyword method, whereas the dependent variables are the outcomes of students’ learning of English vocabulary’s definition, recognition, and pronunciation.
The experiment was divided into three phases, respectively the baseline period, the treatment period, and the maintenance period. The English vocabulary’s definition, recognition, and pronunciation attainment test and the English vocabulary’s definition, recognition, and pronunciation retention test developed by the researcher were used as data collection tools in the study. The data were analyzed using visual analysis and Cochran’s C test. The results of the study are as follows:
1. The keyword method has immediate effects on students’ English vocabu- lary defining skills.
2. The keyword method has retained effects on students’ English vocabula- ry defining skills.
3. The keyword method has immediate effects on students’ English vocabu- lary recognition skills.
4. The keyword method has retained effects on students’ English vocabula- ry recognition skills.
5. The keyword method has immediate effects on students’ English vocabu- lary pronunciation skills.
6. The keyword method has retained effects on students’ English vocabula- ry pronunciation skills.
Based on the above results, suggestions were then proposed for teaching and future researches.

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