本研究在探討科技大學英語系學生的英語字尾學習策略。在探討策略的效果如何上，選項採用五等量表;本研究使用該策略的學習者所作的評定，分為非常同意、同意、普通、不同意及非常不同意使用該策略的學習者所作的評定，以便效果評定的可信度能提高。用以作為研究工具的有兩種:一是英語字尾學習策略問卷27題，另一是英語字尾測驗。參與的研究對象為朝陽應用科技大學應用英語系的大二學生共126人，包括A、B兩班，每班平均有60位的大學生。研究者收集這兩種資料後，再運用統計軟體SPSS 19.0作分析，統計分析包括描述性統計及獨立樣本T檢定。
從以上的研究結果發現，字尾測驗考試並沒有特別影響英語學習者在學習單字上的學習，但是從問卷中，研究者可以得知大部分的受試者都認同在字尾學習策略整體方面,”利用字尾來猜測單字的意思是容易背單字的一種方式”，在單字拼字方面，則是認同”利用字尾分析單字，會提高拼字的數量以及準確性”，然而在單字翻譯方面，”利用字尾分析單字，有助於我對單字翻譯的準確性及單字的翻譯數量”。
關鍵字: 單字、學習策略、字尾學習策略

Vocabulary is an important element when language learners try to learn a language. Four skills are needed in the process of language learning and each skill is closely involved in the vocabulary. However, many language learners are poor at enriching the vocabulary and they do not know vocabulary learning strategies. The purpose of this study aims at investigating the suffix word strategy in learning vocabulary among English major students in a university of technology in Taiwan. Two instruments were used, a modified vocabulary learning strategies questionnaire based on Schmitt (1997) and a level test based on Chang & Lu (2013). Participants were 140 students from the Department of Applied English in Chaoyang University of Technology in central Taiwan. Data were collected and analyzed through the independent samples t-test to answer research questions. The results showed that the suffix word strategy has little significance in learning vocabulary. However, the participants agreed the contents of the questionnaire more than the test sheets. The scores did not analyze the difference between the experimental group and the control group.
Keywords: vocabulary, learning strategy, suffix word strategy

TABLE OF CONTENTS
ABSTRACT (CHINESE)…………………………………...……………I
ABSTRACT (ENGLISH)………………………………………………..II
ACKNOWLEDGE……..……………………………………………….III
TABLE OF CONTENTS……………………………………………….IV
LIST OF TABLES…………………………………………………..…VII
LIST OF FIGURES…………………………………………………….IX
CHAPTER ONE INTRODUCTION……………….…………………....1
Background of the Study……………………….……………………1
The purpose of the Study………………...…………….…………….5
Research Question……………………………………..….……..…..5
The significance of the Study…………………………..……………6
CHAPTER TWO LITERATURE REVIEW…………….……………….8
The structure of vocabulary….…………………….…………….…..8
The importance of suffix word strategy….….…….…………………9
The definition of suffix word….……………………………………11
The importance of learning strategy……………………….……….12
Inter-relationships between VLS and LLS…………….…...………17
The influence of the vocabulary learning strategy………………....20
CHAPTER THREE METHODOLOG………………………………….25
Participants and setting …………………………………….………25
Instrument…………………………………………………….…….26
Procedure ………………………………………………….……….29
Data Collection………….……….………………………….….......29
Data Analysis……………………………………………...….…….30
CHAPTER FOUR ANALYSIS AND FINDINGS………………….…..33
Results and Discussion………………………………………….….33
The scores of the vocabulary translation……….……………..……34
The scores of the vocabulary spelling …………….……………….40
The perceived effectiveness of suffix word strategy ……………....47
The perceived effectiveness of vocabulary spelling………….…….56
The perceived effectiveness of vocabulary translation……….….…58
CHAPTER FIVE CONCLUSIONS AND IMPLICATIONS………..….62
Summary and Major Findings………………………………….…..62
Pedagogical Implications………………………………………..….65
Limitations of the study……………………………………….……66
Suggestions for Further Studies……………………………….……67
REFERENCES……………………………………………..…..….……69
APPENDICES………………….……………………………..….….….77
Appendix A…………………………………………………………77
Appendix B………………………………………………………....85
Appendix C (Chinese Version)……………..………………………87
Appendix C (English Version)………………...……………………92















LIST OF TABLES
Table 1 The Suffix Word Strategy and the Alphabet Order on vocabulary translation…………………………………..…36
Table 2 The comparison of the control group and the experimental group in vocabulary translation section……………….…..39
Table 3 The Suffix Word Strategy and the Alphabet Order on vocabulary spelling…………………………………..…...42
Table 4 The comparison of the control group and the experimental group in vocabulary spelling section……………….……..46
Table 5 Learning Types of the participants……………………..….48
Table 6 Learning Year of the Participants……………………….…49
Table 7 The perceived effectiveness of suffix word strategy….…...51
Table 8 Top ten most Effectives Suffix Word Strategy…………….55
Table 9 The most influence of the suffix word strategy on vocabulary spelling………………………………………………….....57
Table 10 The ranks of influence of the suffix word strategy on vocabulary spelling……………………………………......58
Table 11 The most influence of the suffix word strategy on vocabulary translation…………………………………………………59
Table 12 The rank of most influence of the suffix word strategy on vocabulary translation……………………………………60

















LIST OF FIGURES
Figure 1 Summary of Oxford’s (1990) Classification of LLS……...16
Figure 2 A flow chart of the procedures of the study…………….…32

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