中文摘要
本研究主要是探討生詞註解及電子詞典這兩項輔助工具以及單字出現頻率對非刻意英文字彙學習之影響。此外並探討這兩種字彙輔助工具對閱讀理解的影響,及非刻意字彙學習與閱讀理解之相關性。
本論文中研究閱讀中所獲得之字彙的測量基本上是採用Hulstijn, Hollander, 及Greidanus (1996)的實驗設計。參加本研究的受試者,為國立新竹女中的92位高三同學。所有受試者分為三組,分別為生詞註解組、電子詞典組、及控制組，分別閱讀相同的一篇故事。閱讀時生詞註解組的故事附有生詞註解,電子詞典組可自由查詞典,控制組則只能依賴上下文猜測生詞。故事中將十六個受試者不認識的字彙選為研究標的，經過改寫後,這十六個字彙中,八個在全文中出現三次,另外八個出現一次。受試者閱讀完故事後,立即接受四個後測。這四個後測包含二個測試閱讀中非刻意習得之字彙,一個檢查受試者在閱讀文章前是否認識這些標的字,另一個則測試閱讀理解。二週後,-前二個測試非刻意字彙習得的相同測驗再重複施行一次,以觀察先前習得的字彙仍否記得。
經過統計分析後,結果有以下發現:
(1) 高三學生可由閱讀中習得單字,但是習得的比率很低;
(2) 文章中出現頻率較高的字比僅出現一次的字較可能被習得及保留;
(3) 生詞註解及電子詞典對閱讀中非刻意字彙學習有提昇之效果,且前者有優於後者之趨勢;
(4) 生詞註解及電子詞典比上下文更能幫助學生從閱讀中習得重複出現的字彙;
(5) 未發現生詞註解及電子詞典對閱讀理解有提昇效果,但發現對於字彙會影響理解的題目具有提昇效果;
(6) 本研究發現非刻意字彙學習與閱讀理解有顯著相關;當學生完全依賴上下文時亦有顯著相關;當提供學生生詞註解時有低度正相關;而當學生使用電子字典時幾乎不相關。
由以上分析發現,本研究歸納生詞註解及電子詞典可以用來輔助英文學習,但英文教師必需教導學生正確之使用方法。此外,窄讀(narrow reading)可以施行來引導學生藉由字彙的重複出現學習字彙。

Abstract
The present study aims to examine the effects of marginal glosses and pocket electronic dictionaries on incidental vocabulary learning. The combined influence of frequency of occurrence and the above two supports on incidental vocabulary learning, their effects on reading comprehension, and the correlation between incidental vocabulary learning and reading comprehension were also investigated.
The experimental design investigating vocabulary gains form reading in the study was basically a replicate of the study by Hulstijn, Hollander, and Greidanus (1996). The subjects involved in the study were 92 third-year students in the Hsinchu Girls' Senior High School. They were divided into three groups and read a story with different supports for word meanings. The three supports were: 1) marginal glosses; 2) pocket electronic dictionaries; 3) no external supports but contextual clues. Sixteeen words unknown to these students were selected as target words. Some sentences in the story were rewritten so eight of the sixteen words occurred three times and the others once. Students were given four tests immediately after they finished reading the story. Two of the tests measured the vocabulary knowledge gained from reading. Another test examined students' previous knowledge of the target targets. And the fourth one tested students' reading comprehension. Two weeks later, the two tests on vocabulary gains were given to these students again to see if the vocabulary knowledge previously learned were still retained.
The following are the findings for the research questions in the study:
(1) Senior high school students can learn words incidentally from reading, though the learning rate might be low.
(2) Words that occur more frequently are more likely to be picked up and retained longer than words that occur only once.
(3) Both marginal glosses and pocket electronic dictionaries have facilitating effects on incidental vocabulary learning and the former tend to have a better effect than the latter.
(4) Both marginal glosses and pocket electronic dictionaries help the students to benefit more from reoccurrence of unknown words than contextual clues.
(5) Different supports for word meanings did not exhibit different facilitating effects on reading comprehension in the study. However, for expressions in which vocabulary knowledge may block comprehension, they have facilitating effects.
(6) It was also found that reading comprehension and incidental vocabulary learning are significantly correlated when the students relied on contextual clues, slightly and positively correlated when marginal glosses were offered, and almost uncorrelated when pocket electronic dictionaries were used.
It is suggested that marginal glosses and pocket electronic dictionaries be used, but teachers need to teach students how to make proper use of them. And narrow reading can be practiced to guide students to benefit from reoccurrence of unknown words.

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