本研究旨在探討台灣大學生對於英文字彙學習策略使用之情形與接受性字彙技能，並探討進行英文字彙學習策略教學的前、後，學生對於英文字彙學習策略之使用與接受性字彙技能是否有顯著差異。本研究對象為122位大一學生，接受為期四週的英文字彙學習策略教學。本研究以Schmitt (1997)的英文字彙學習策略問卷及Schmitt, Schmitt and Clapham (2001)接受性字彙測驗作為測驗工具；分析方法以量化分析與放聲思考法的質化分析。
  量化的研究結果顯示(1)不論在教學前、後，學生最常使用的字彙學習策略是決定策略；最少使用的策略是社交策略。(2)教學後，女生在2000字及整體的接受性字彙測驗達顯著進步。(3)在迴歸分析中，決定策略是重要因子。(4)經事後檢定(雪費法)得知學生在教學前、後，字彙學習策略使用之程度達顯著差異，尤其對於高策略程度的學生效果更顯著。
質化方面以放聲思考法蒐集分析，學生學習字彙學習策略大多以本身的習慣以及方便性為考量，因此決定策略是最常使用的策略。本研究建議教師可將字彙學習策略融入其教學，幫助學生更有效的學習英文字彙。

This research investigated the relationship between vocabulary learning strategies and receptive vocabulary size among college EFL learners in Taiwan. A four-week teaching intervention was designed and implemented to explore such relationship. It taught participants the vocabulary strategies based on Schmitt’s (1997) categories. His Vocabulary Learning Strategies Questionnaire (VLSQ) (1977) was in turn deployed as the instrument to measure progress made by the participants who had been recruited from two intact Freshman English classes (N = 122). The other instrument administered in the research was the Receptive Vocabulary Level Test (RVLT) designed by Schmitt, Schmitt and Clapham (2001) to gauge participants’ vocabulary size pre- and post-intervention. Both quantitative and qualitative data were elicited and gathered for analyses. Results of the quantitative data elicited through the two questionnaires (VLSQ and RVLT) show that 1) the most favored and used strategies pre- and post-invention was determination strategies; the least used were social strategies; 2) the female participants made significant progress in 2,000 and overall word perceptive vocabulary level test after intervention; 3) determination strategies were the most important contributor and predictor to the participants’ current and future vocabulary learning, as demonstrated by a stepwise regression analysis; and finally 4) through a Scheffe post-hoc test, it emerged that the variety and amount of strategies use by the participants increased significantly after intervention, in particular those of the high-strategies users. As for qualitative data, it was gathered through a think-aloud verbal protocol method to complement the quantitative findings in terms of strategies use. Participants’ self-report (verbal protocol) revealed that they tended to learn vocabulary with strategies they were accustomed to and those that were convenient to them. In this case, determination strategies arguably were their favorite.These findings suggest that participants’ strategies are in tandem with their proficiency level and above all the teaching approaches they have been exposed to in the EFL (English as a foreign language) environment they grew up in. These findings also strongly advocate for more strategies training for the learners in Taiwan, as such training is crucial to their vocabulary gain.

Table of contents 
List of tables.................................VIII
List of Figures................................XI

Chapter One Introduction
1.1	Background and Motivation of the Study.....1
1.2	Research Questions and Significance of the 
        Study......................................6
1.3	Definition of Key Terms....................8
1.4	Organization of the thesis.................10

Chapter Two Literature Review
2.1 From Language Learning Strategies (LLS) to Vocabulary 
    Learning Strategies (VLS)......................11
2.2 Empirical Research on Vocabulary Learning Strategies in ESL and EFL Settings............................14
2.3 Research on Vocabulary Levels Test (VLT).......20
    2.3.1 Receptive vs. Productive Skills..........20
    2.3.2 Related studies on Vocabulary Levels Test.23
    2.3.3 VLT and VLS..............................25
2.4 Teaching Vocabulary...........................27
   2.4.1 Teaching vocabulary strategies...........27
   2.4.2 Research on Vocabulary Learning Strategies            
         instruction in Taiwan....................30
2.5 Think Aloud Protocol Applied to Language 
    Learning......................................31

Chapter Three Methodology
3.1 Participants..................................35
3.2 Treatment Materials...........................36
3.3 Instrument....................................38
    3.3.1 Vocabulary Learning Strategies Questionnaire 
    (VLSQ)........................................39
    3.3.2 Schmitt, Schmitt and Clapham’s Receptive 
     Vocabulary Levels Test(RVLT).................42
    3.3.3 Think-aloud protocol....................44
3.4 Procedure.....................................45
3.5 Data Analysis.................................48

Chapter Four Results and Discussion
4.1 Results…......................................49
    4.1.1 Results of research question 1..........49
    4.1.2 Results of research question 2..........57
    4.1.3 Results of research question 3..........62
    4.1.4 Results of research question 4..........65
4.2 Discussion....................................76
    4.2.1 Discussion of research question 1.......76 
    4.2.2 Discussion of research question 2.......81
    4.2.3 Discussion of research question 3.......84
4.2.4 Discussion of research question 4...........86

Chapter Five Conclusion
5.1 Summary of Findings...........................87
5.2 Pedagogical Implications of the Study.........89
5.3 Limitations of the Study......................90
5.4 Suggestions for Future Research...............92

References........................................93
Appendices
Appendix A A taxonomy of vocabulary learning strategies 
           by Schmitt (1997).....................107
Appendix B Vocabulary Learning Strategy Questionnaire in 
           Chinese Version.......................109
Appendix C Receptive Vocabulary Levels Test (RVLT) by  
           Schmitt, Schmitt and Clapham (2001) on 2,000, 
           3,000, 5,000 Level....................115

List of Tables
Table 3.1 A taxonomy of Vocabulary Learning Strategies 
          and time spent on teaching each VLS....37
Table 3.2 Reliability of the levels sections from 
          Schmitt, Schmitt and Clapham’s study...43
Table 3.3 The reliability of the levels sections from the 
           present study..........................43
Table 4.1 Description statistics for each Vocabulary 
           Learning Strategy on pre-test and post-test of  
           all subjects...........................50
Table 4.2 Paired samples t-test of pre-test and post-test 
          of all subjects.........................50 
Table 4.3 Paired sample t-test of pre-test and post-test 
          on HP group.............................51
Table 4.4 Paired sample t-test of pre-test and post-test 
          on BP group.............................52
Table 4.5 Paired sample t-test of pre-test and post-test 
          on male participants....................53
Table 4.6 Paired sample t-test of pre-test and post-test 
          on female participants..................54
Table 4.7 Independent t-test of pre-test and post-test on 
          genders strategy use....................55
Table 4.8 Frequency responses about whether participants 
          would continue using VLS................56
Table 4.9 The descriptive statistics of the vocabulary 
           size based on proficiency in pre-test and 
          post-test...............................57
Table 4.10 The Pearson correlation between proficiency 
           and vocabulary size in pre-test and 
           post-test..............................58
Table 4.11 Paired samples t-test of pre-test and post-
           test on 2,000, 3,000, 5,000 level and total 
           word level.............................58
Table 4.12 Paired samples t-test of pre-test and 
           post-test on 2,000, 3,000, 5,000
           level and total word level on higher             
           proficiency Group.....................59
Table 4.13 Paired samples t-test of pre-test and post-
            test on 2,000, 3,000, 5,000 level and total  
            word level on basic proficiency group.59
Table 4.14 Paired Samples t-test of pre-test and post-
           test on male participants..............60
Table 4.15 Paired samples t-test of pre-test and post-
           test on female participants............61 
Table 4.16 Pearson Correlations between Vocabulary 
           Learning Strategies and Receptive Vocabulary 
           Level Tests of all participants before 
           treatment..............................62
Table 4.17 Pearson Correlations between Vocabulary 
            Learning Strategies and Receptive Vocabulary 
            Level Tests of all participants after 
           treatment...............................63
Table 4.18 Stepwise regression analysis for Vocabulary 
            Learning Strategies before treatment...64
Table 4.19 Regression ANOVA for the Vocabulary Learning 
           Strategies before treatment ............64
Table 4.20 Stepwise regression analysis for Vocabulary 
           Learning Strategies after treatment.....65
Table 4.21 Regression ANOVA for the Vocabulary Learning 
           Strategies after treatment..............65
Table 4.22 Descriptive statistics of strategy use in 
           total word level of pre-test and 
           post-test...............................67
Table 4.23 Regression ANOVA for pre-test...........67
Table 4.24 Regression ANOVA toward total word level in 
           post-test...............................68
Table 4.25 Descriptive statistics of strategy use toward 
           total word level of pre-test and post-test on 
           higher proficiency group................69
Table 4.26 Regression ANOVA in pre-test on higher 
            proficiency group......................69
Table 4.27 Regression ANOVA in post-test on higher 
           proficiency group.......................69
Table 4.28 Descriptive statistics of strategy use toward 
            total word level of pre-test and post-test on 
           basic proficiency group.................71
Table 4.29 Regression ANOVA of the pre-test on basic 
           proficiency group.......................71
Table 4.30 Regression ANOVA of the post-test on basic 
           proficiency group.......................72
Table 4.31 Descriptive statistics of strategy use toward 
           total word level ofpre-test and post-test on 
           male participants.......................73
Table 4.32 Regression ANOVA in pre-test on male 
           participants............................73
Table 4.33 Regression ANOVA in post-test on male 
           participants.............................74
Table 4.34 Descriptive statistics of strategy use toward 
            total word level of pre-test and post-test on 
            female participants.....................75
Table 4.35 Regression ANOVA in pre-test on female 
           participants.............................75
Table 4.36 Regression ANOVA in post-test on female 
           participants.............................76
Table 4.37 Comparison of the rank order of strategy use 
           found in various studies on international EFL 
            learners................................77
Table 4.38 Comparison of the rank order of strategy use 
            found in studies on Taiwanese EFL 
           learners..................................79
Table 4.39 Comparison of vocabulary size of four groups 
          of college students in Taiwan and Iran.....83
 
List of Figures
Figure 3.1 Example of introducing vocabulary learning 
           strategy..................................37
Figure 3.2 Example of providing realia for flash cards.38
Figure 3.3 Example of providing pictorial representation 
           of memory strategy........................38
Figure 3.4 The flow chart of the research............45
Figure 4.1 Histogram regression standardized residual on 
           pre-test..................................85
Figure 4.2 Normal P-P plot of regression standardized 
           residual on pre-test......................85
Figure 4.3 Histogram regression standardized residual on 
           post-test.................................85
Figure 4.4 Normal P-P plot of regression standardized 
           residual on post-test.....................85

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