論文提要內容： 本研究旨在探討字彙分析教學對台灣高中生學習生字、強化已習得之單字和推測字意三方面之影響。本研究結果希望對英文老師在教單字上有很大的啟示作用和幫助。 共有146位仁愛高中二年級學生參與這項研究，他們被分為實驗組和控制組；學期初，受試者接受英文能力測驗和單字前測，依據英文能力測驗成績，實驗組和控制組又細分為高低分兩組群。受試者在接受單字前測後，施以不同之單字教學：實驗組之教學方法包含字彙分析而控制組則否。18週後，他們接受單字後測。除接受後測外，實驗組還接受問卷調查和訪談。 研究結果顯示實驗組在學習生字、強化已習得之單字和推測字意三方面之進步均大於控制組。在學習生字方面的進步，實驗組和控制組平均數差異檢定已達到顯著水準（t = 2.777, p = .006）。此外，以英文程度而言，在學習生字、強化已習得之單字和推測字意三方面，高分組表現均優於低分組；在學習生字方面的進步，實驗高分組和控制組高分平均數差異檢定已達到顯著水準（t = .4529, p = .000）；低分組群則否（t = .249, p = .804）。經問卷調查分析和訪談，實驗組對字彙分析教學大部分持正面看法，高低分組群看法也大致上相似；在字尾使用、利用字首、字根、字尾推測字義和字彙分析法強化已習得單字三方面，高分組較低分組持更肯定之看法。本文根據研究結果，提出英語教學上之應用以及未來研究之建議。 / Abstract The purpose of the study is to explore the effect of Word Analysis Instruction on Taiwanese senior high school students’ vocabulary acquisition in learning new words, in consolidating previously learned words, and in inferring word meanings. It is hoped that the results of the study can give suggestions and inspirations to English teachers in vocabulary development. Involved in this study were 146 second graders at Jen-ai Senior High School. They were divided into the experimental and the control groups. At the beginning of the semester, all subjects took an English proficiency test and a vocabulary pretest. According to their scores in the English proficiency test, they were further divided into high and low proficiency levels. After the vocabulary pre-test, the experiment began. The experimental and the control groups received different vocabulary instructions: the instruction of the former involved word analysis, but that of the latter did not. After 18 weeks, all of the subjects took a vocabulary post-test. In addition to the vocabulary test, the experimental group was also asked to fill in a questionnaire. Later, some interviews were conducted. The results of the studies reveal that the experimental group made more progress than the control group in acquiring new words, in consolidating previously learned words, and in inferring word meanings. With regard to acquiring new words, the former significantly outperformed the latter (t = 2.777, p = .006). Besides, in terms of proficiency levels, the experimental high subgroup made more progress than the experimental low one. Regarding learning new words, the experimental high subgroup significantly outperformed the control one (t = .4529, p = .000), but there was no statistical difference between the low proficiency subgroups (t = .249, p = .804). Also, the questionnaire and interview results show that most of the subjects in the experimental group were positive about Word Analysis Instruction and that the high and low proficiency levels share similar points of view; in use of suffixes and vocabulary consolidation, high proficiency subjects tend to hold a more positive view than low proficiency ones. Based on the above results, some pedagogical implications for English teachers and suggestions are provided at the end of the study.