| Summary: | 碩士 === 國立師範大學 === 英語學系 === 86 === This study explores the effects of application of word analysis on vocabularyinstruction in senior high school. It is hoped that the results of the study can shed some light on the practice of English vocabulary teaching and learning at high schools in Taiwan and the findings may make contribution to the reading instruction in the future.90 third-year girl students in Tsoying Senior High School in Kaohsiung are involved in this study. They are divided into the experimental group and the control group. The subjects in each group are divided into three vocabulary proficiency levels-- high ability, middle ability, and low ability on the basis of their scores in the pre-test. Twenty-five analyzable English words are selected as the test items in both the pre-test and post-test. The pre-test and post-test are carried out on all subjects to understand the change of subjects'' abilities to infer word meanings and strategy use in inferringword meanings. The collected data on both tests are analyzed by t-tests, and the strategies the subjects adopt are illustrated in tables.The findings of the study can be summarized as follows. First, the subjects who received word analysis training make more progress in inferring unfamiliarword meanings than those under the traditional vocabulary instruction. Second,word analysis has more positive effects on students of low ability level andmiddle ability level. Third, word analysis facilitates subjects to establishconcepts of strategy use in inferring word meanings. Fourth, some subjects under the word analysis instruction deal with longer words better than the subjects in the control group. Besides, word analysis may lead to a more pleasant and active classroom atmosphere than the traditional vocabulary teaching method. Finally, vocabulary instruction should integrate concepts andknowledge about English etymology and the cultural and social backgrounds ofthe English people to establish a wholesome language perspective.It is suggested that further research may direct attention and emphasis on efficient vocabulary instruction methods. Besides, it is hoped that teacher training programs can provide teachers with professional knowledge about English etymology and cultural and social backgrounds where English vocabularydevelops and changes.
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