| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 98 === This study investigated the effects of training junior high school learners to use Word Part Strategy. It examined the learners’ willingness to use, actual use, ability, and difficulties. An intact class of thirty-nine junior high school learners joined the training program, and four of them were selected for further qualitative measures. A quantitative instrument, the Word Part Strategy Questionnaire, and various qualitative measures, such as thinking aloud, reflection, observation, interview, and learning diaries, were applied to collect data. The quantitative results showed that thirty participants (76.9%) reported their willingness. Twenty-five participants (64.1%) agreed that they could use the WPS to learn new words. The qualitative results showed that three out of the four participants reported having willingness to use Word Part Strategy whereas one of them avoided using Word Part Strategy. Possible factors affecting the willingness may be the difficulties the learner encountered when using the WPS, the preference for personal strategies, and the prior success in using alternative strategies. Among the three willing users, two were active willing users who became more active in WPS use, whereas the other one was an inactive willing user who showed little increase in WPS use. Possible factors affecting actual WPS use may be the difference in ability to use WPS, the effectiveness of the WPS, as well as the preference for and the success in using alternative strategies. With regard to the ability, both active users showed improved suffix recognition ability and the suffix spelling ability, but only one of them showed improved ability in spelling the whole word. Possible factor affecting word spelling ability may be the ability to re-express word meaning with word part meanings when using the WPS. Two major difficulties were reported by the four participants when using the WPS—unfamiliar suffix meanings and the segmentation problem which occurred during suffixation.
Key words: vocabulary learning strategies, Word Part Strategy, strategy training
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