本研究主旨在探討提供英文字彙的中文翻譯對國小學生英文閱讀理解和英文字彙記憶的效益。受測者是平均年齡十二歲的國小六年級學生，研究者隨機地將受試者分成實驗組（提供英文字彙的中文翻譯），控制組（未提供英文字彙的中文翻譯）。這些受測者接受英文閱讀理解測驗，三次的英文字彙記憶測驗和問卷調查。本研究的主要發現摘要如下：
1提供英文字彙的中文翻譯對受試者的英文閱讀理解有顯著的影響。
2提供英文字彙的中文翻譯對受試者立即性的英文字彙記憶有顯著的影響，然而，對受試者兩次延遲性的英文字彙記憶卻沒有顯著的影響。
3大部分受測者，肯定提供英文字彙的中文翻譯之功用。
總而言之，在國小的英文閱讀中，提供英文字彙的中文翻譯能提升學習者之英文閱讀理解，所以，本研究建議在英文的文章中，可加註重要之英文字彙的中文翻譯，尤其是對初學者的助益將更大。此外，實驗處理完一星期之後的第一次延遲性英文字彙記憶測驗中，顯示學習者對新學的英文生字很快地就會遺忘，因此，教師最好於學習者學過英文生字之後，提供再次複習的機會，如果能透過不斷地接觸這些生字，新學得的單字才能減少遺忘。

The study aimed to investigate the impact of vocabulary translation on learners’ comprehension and vocabulary learning. The subjects were sixth-grade students in primary school, whose average ages were 12 years old. The subjects in the experiment were randomly divided into two groups: the experiment group (reading texts with Chinese translation of vocabulary), and the control group (reading texts without Chinese translation of vocabulary). A reading comprehension test, a questionnaire and three vocabulary recall tests were given for all the subjects. The findings are summarized as follows:
1. Chinese translation of vocabulary had a significantly positive effect on subjects’ performance in the reading comprehension test.
2. Chinese translation of vocabulary had a significantly positive effect on subjects’ performance in the immediate vocabulary recall test; however, it did not significantly facilitate subjects’ performance in the delayed vocabulary recall tests.
3. Most of the subjects supported the use of vocabulary translation.
In conclusion, Chinese translation of vocabulary contributes a lot to learners’ English reading comprehension and their immediate vocabulary recall test, especially for beginners learning English. In addition, for new words to be learned and retained by learners, teachers should provide learners with more opportunities to review new words to ensure maximum retention and slower forgetting.

第一章 緒論 …………………………………………………………………1
第一節 研究背景與研究動機 ……………………………………………‥1
第二節 研究目的和研究問題 ……………………………………………‥5
第三節 名詞解釋 ……………………………………………‥……‥……6

第二章 文獻探討 …………………………………………‥……………‥9
第一節 閱讀理解模式與歷程 ………………………………………………9
第二節 字彙與閱讀理解的關係 ……………………………………………18
第三節 字彙解釋的使用對閱讀理解之影響 ………………………………22
第四節 提供字彙翻譯的影響 ………………………………………………26
第五節 外語的學習焦慮與外語學習 ………………………………………28

第三章 研究方法 …………………………………………‥………‥…33
第一節 研究對象 ………………………………………………‥……‥…33
第二節 研究工具 ………………………………………………‥…………34
第三節 研究的架構 ……………………………………………‥………‥38
第四節 研究的程序與流程 ……………………………………………‥‥39
第五節 資料分析 ……………………………………………‥………‥…43

第四章 研究發現與討論 ……………………………………………………47
第一節 實驗處理前受試者的英文基本能力之t考驗分析 ………………47
第二節 實驗處理後受試者在閱讀理解測驗方面的表現 …………………48
第三節 實驗處理後受試者在字彙記憶測驗方面的表現 …………………50
第四節 受試者對英文字彙提供中文翻譯之態度 …………………………55
第五節 研究討論 ……………………………………………………………60

第五章 研究結論與研究建議 ………………………………………………65
第一節 研究結論 …………………………………………………………65
第二節 研究建議 …………………………………………………………66
第三節 研究限制 ……………………………………………‥…………‥69

參考書目 …………………………………………‥…………………………70
一 中文部分 ……………………………………………‥…………………70
二 英文部分 ……………………………………………‥………………‥73

圖次

圖3-1 實驗程序的流程圖………………………………………………42
圖4-1 實驗組及控制組二組之受試者對英文字彙記憶之曲線圖……54

表次

表4-1 兩組學生在英語能力分數之t考驗分析摘要表…………………
表4-2 兩組學生在「閱讀理解測驗」得分之t考驗摘要表……………
表4-3 「有、無提供英文字彙之中文翻譯與學生的英文閱讀理解測驗」 的相關分析摘要表 ………………………………………………49
表4-4 實驗組和控制組之字彙記憶測驗t考驗摘要表 …………………51
表4-5 「有、無提供英文字彙之中文翻譯與學生的英文字彙記憶測驗」 的相關分析摘要表…………………………………………………52
表4-6 實驗組及控制組二組之英文字彙記憶的百分比…………………
表4-7 實驗組對「提供英文字彙的中文翻譯之態度」 的統計分析摘要表…………………………………………………56
表4-8 控制組對「提供英文字彙的中文翻譯之態度」
的統計分析摘要表…………………………………………………57
表4-9 實驗組和控制組之問卷t考驗摘要表…………………………… 59

附錄目次

附錄 ………………………………………‥……………………………88
附錄一 家長同意書…………………………………‥……………88
附錄二 英文閱讀理解測驗A組………………………‥………‥89
附錄三 英文閱讀理解測驗B組 …………………………………95
附錄四 立即性英文字彙記憶測驗（IVRT） ……………………101
附錄五 第一次延遲性英文字彙記憶測驗（FDVRT） ……………103
附錄六 第二次延遲性英文字彙記憶測驗（SDVRT） ……………105
附錄七 問卷 ………………………………………………………107

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