本研究旨在探討字彙圖教學對台灣國中生英文單字學習之成效，以及此教學方式對學生英文單字學習態度的影響。研究對象為六十三位來自中台灣某國中兩班三年級的學生，隨機指派一班為實驗組，而另一班為對照組。實驗組實施字彙圖教學，對照組實施傳統單字教學，每週上課一次，為期八週。兩組均在教學前後接受字彙測驗並施以單字學習態度問卷，實驗組另以問卷詢問對字彙圖教學的看法。研究結果顯示字彙圖教學比傳統單字教學更能顯著提升學生的單字學習，實驗組在字形、字義及用法上的表現均顯著優於對照組。雖然兩組在教學後對單字學習的態度仍未有顯著差異，實驗組在認知方面的學習態度卻在教學後有顯著改變，此外，實驗組普遍認為字彙圖教學有助於記憶新單字，而且表達出繼續使用的意願。本研究結果建議可採用字彙圖做為幫助國中生學習英文單字的教學工具。 / The present study employed an experimental/control group, pretest-posttest design to investigate the effects of vocabulary instruction using graphic organizers on Taiwanese junior high school students’ vocabulary learning. The subjects were 63 ninth graders from two classes in a public junior high school in central Taiwan. One was randomly assigned as the experimental group (N=32), and the other as the control group (N=31). The experimental group received graphic organizer instruction, while the control group received traditional vocabulary instruction once a week. Vocabulary pre-and post-tests and a vocabulary learning attitude questionnaire were administered before and after the 8-week treatment to examine students’ knowledge of the target words and their attitudes toward vocabulary learning. In addition, their perceptions of the graphic organizer instruction were also explored. The results revealed that graphic organizer instruction could significantly improve students’ vocabulary learning more than traditional vocabulary instruction, and it was effective in improving learners’ knowledge of word form, meaning, and use. Although students in the experimental group did not develop significantly more positive attitudes toward vocabulary learning than their counterparts in the control group, they significantly changed their cognitive attitudes after the treatment. Besides, they generally perceived that graphic organizer instruction could effectively help them remember English words and they were willing to use the word map in their future learning. The findings of this study suggest that the graphic organizer can be used as an alternative instructional tool to facilitate junior high school students’ vocabulary learning.

字彙的誤用，是台灣英語學習者易犯的毛病之一。由於中文與英文字詞並非呈現一對一的語意對應，加上國中英語教師多年來習慣要求學生以記誦中文意思的方式學習英文單字，導致學生常有用錯字的狀況發生，並造成語意上的誤解。有鑑於此，本文作者盼能以語料庫英語教學來改善這些現象，並以see, watch ,look三個意義相近字彙的區辨為例，呈現出完整的教學過程，供英語教師教學或學習者自修參考。 在教學前，教師應根據學生英文程度與教學需求，先行篩選並編輯語料，以利學生學習。在課堂上，藉由這些語料的呈現，讓學生觀察其中的規律性；透過問題的解決，用認知的手段讓學生觀察該字彙出現的語境及其易連結的字串；並以測驗的方式檢測學生的理解程度。此外，本文亦詳細歸納這三個單字的使用時機，並提出實用的區辨方式。 作者盼能藉由語料庫英語教學的實施，增強英語學習者的學習意願。透過類似活動的投入及參與，學習者將不再只是訊息接收者，而能藉由觀察來創造自己的知識、增進對英文的掌握度。 / In Taiwan, many EFL students have difficulty using the proper vocabulary at the right time. Due to the fact that Mandarin and English vocabulary are in a one-to-many semantically-corresponding relationship, and that Taiwanese EFL students are often taught to learn English vocabulary by memorizing its Mandarin equivalent, students often have difficulties choosing proper English equivalents in different contexts. Besides, the arrangement of junior high school English curriculum has made it even more difficult for students to learn vocabulary accurately. Because the improper use of vocabulary often brings about confusion or misunderstanding, a practical method is needed to cope with the concerned problems. Nowadays, Computer-assisted Language Learning (CALL) has been a trend. In this study, the researcher will take “see, watch, and look at” as examples to show a corpora-based teaching procedure. Subjects are 8th graders in junior high school. The scope of the research is confined to the prototypical meanings of these verbs; it is believed that students should possess the basic knowledge about these verbs before they continue to learn other extended meanings. Before the class, the conordance lines are selected and carefully edited by the teacher to meet the needs of the course. In class, consciousness-raising tasks, combined with quizzes and complementary materials, provide students with comprehensive knowledge about the three verbs. After the activities, crucial information of the verbs is clearly exhibited, and useful methods are also presented to help distinguish the verbs. With the “context providers”, namely, the corpora, both teachers and students are provided with authentic and plentiful examples, which are often insufficient for Taiwanese EFL learners. Through the participation of these activities, students become participants and create their own knowledge. It is hoped that with the assistance of data-driven learning (DDL), EFL teachers will then be able to provide their students with not only more reliable information, but more constructive and systematic instruction.