本研究的目的為探討構詞法對高職學生英文字彙學習的效益，主要研究問題有三個：（ㄧ）英文構詞法是否有效地幫助學生學習英文字彙？（二）學生認為字首，字尾或是字根，哪一個比較能夠幫助他們學習？（三）學生對英文構詞法教學的看法。本研究受測對象為80位來自北部某高職高二學生。此兩班學生隨機分配為接受英文單字構詞法教學的實驗組和接受傳統英文單字定義教學的對照組。實驗分為三階段：實驗前，實驗中及實驗後。實驗前兩組接受英文單字的前測，教學完畢後再接受英文單字的後測。另外，實驗組的十二位同學在實驗結束後接受研究者的訪談。
研究結果顯示，英文構詞法對於高職學生的英文字彙學習是有幫助的。相較於前測成績，實驗組學生於後測成績有顯著的進步。但是，實驗組和對照組的後測成績差異並未達到顯著差異。另外，訪談的結顯示十二位同學皆肯定英文構詞法對於學習英文單字的效益，儘管少數學生坦言在學習單字上不習慣使用構詞法。整體而言，英文構詞法融入英文字彙教學對高職學生的學習效益是有幫助的，希望此研究結果能對目前台灣高職英語教師英文單字教學有所助益。

The main purpose of the present study is to find out the effects of word-formation instruction on English vocabulary retention of vocational high school students. The study includes three research questions and they are (1) Do the word-formation strategies help the EFL students retain vocabulary efficiently? (2) Which type of word-formation element, prefix, suffix or root, is the most helpful one for students to learn vocabulary effectively? (3) What are the students’ perspectives of the word-formation instruction? Eighty participants from two eleventh grader classes in a vocational high school in Taipei city participated in the experiment. Remaining as two intact complete classes, the participants were randomly designated as the experimental and control groups. In the pre-experimental stage, both groups took the vocabulary pretest to get their grades without any instruction. After the instruction, all the participants took the vocabulary posttest to get their grades. In the last stage, the researcher interviewed twelve participants from higher-achievers and lower-achievers in the experimental group to get their opinions on the word-formation instruction.
Based on the qualitative data, it could be concluded that most of the interviewees thought that word-formation could help them retain English vocabulary effectively. As for the quantitative data, it indicated that word-formation instruction could help students retain vocabulary though the difference between word-formation and definition instruction may not be significant. To sum up, according to the participants’ pre-post test results, and their interview answers, using word-formation strategy to teach English vocabulary in vocational high school is effective. The present study can provide empirical evidences for the research literature of L2 vocabulary instruction.

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