本研究旨在探討操縱字彙在兩種不同註解(單一註解和多重選擇註解)文章中出現頻率，對於台灣高職生初識英文字彙學習與閱讀理解成效之影響。為達此目的，本研究採取準實驗設計，實驗對象為南部某一所高職學校72位二年級生。所有受試者依原班級分成單一註解組36人，多重選擇註解組36人；受試者皆通過全民英檢初級閱讀能力檢定。在實驗開始前一週，所有受試者均接受單字前測，確認受試者均未習得本研究兩篇受測文章中所要檢測的字彙意思。每篇受測文章中均有八個不同的「標的字彙」（target vocabulary），而這八個標的字彙皆以註解標示的方式出現；其中有兩個字彙在文本中出現的頻率為一遍，有兩個出現頻率為兩遍，有兩個出現頻率為三遍，而剩下的兩個出現頻率為四遍。在實驗階段，所有受試者必須在閱讀文章的同時，以簡答方式完成數題與該篇文章相關的閱讀測驗，藉以檢測受試者對文章內容的理解。完成後，受試者無預警地接受單字立即後測，測驗他們記得多少文章中標的字彙的意思。兩個禮拜後，所有受試者再次接受單字延宕後測，檢測他們的長期字彙記憶能力。單字立即後測與延宕後測的測驗題目型式相同；受試者必須寫出句中受測字彙的中文意思。而所蒐集的資料除了一些描述性分析外，本研究還利用「受試者間」與「受試者內」混合設計、重複量數分析、獨立樣本T考驗、皮爾森相關分析等來探討操縱註解字彙在兩種不同註解方式中出現頻率對台灣高職生英文字彙學習與閱讀理解的成效。
本研究主要結果摘要如下：
(一)在字彙學習成效方面—
(1)單一註解組和多重選擇註解組的受試者頻繁地在文本中接觸字彙，的
確對他們的字彙學習皆有正面的助益。
(2)而多重選擇註解組在單字立即與延宕後測中的整體得分均顯著優於單
一註解組。這樣的得分差距在文本中出現頻率為三遍和四遍的字彙上
尤其顯著。換句話說，多重選擇註解組受試者的確因頻繁地接觸單字
而大大增進他們的字彙學習；只要他們愈頻繁地在不同句子情境中接
觸同一單字，他們就愈有可能比單一註解組牢記正確單字的字義。
(3)就兩組的所學單字遺忘率來看，多重選擇註解組能產生較低的單字遺
忘率；但與單一註解組相較，卻未能達到顯著差異。且値得注意的
是，多重選擇註解組的單字所得在經過兩個禮拜之後，仍然有超過一
半以上被受試者所遺忘。
(二)在閱讀理解成效方面—
(1)單一註解組和多重選擇註解組的閱讀測驗得分並無顯著的差距。
(2)再者，和單一註解組相較下，多重選擇註解組受試者的閱讀理解成效
和其字彙學習呈現較有顯著的相關。
總而言之，本研究顯示出藉著頻繁地在文本中接觸單字，台灣高職生能夠從多重選擇註解中同時有效地學習英文字彙與理解文章。教師們與教材編輯者可嘗試在未來教學情境中運用多重選擇註解，讓學習者多次地在文本中接觸字彙；如此一來，學習者將有更多的機會在不同的句子情境中鑑定他們所選的字義，進而牢記正確單字的意思，增進他們對文章的理解。值得注意的是，當學習者利用多重選擇註解學習時，教師們仍然應該注意到他們字義推測錯誤的可能性和對所學字彙遺忘現象的產生。

The current study aims to manipulate different exposure frequencies of glossed words under two gloss conditions—single gloss(SG)condition and multiple-choice gloss(MG) condition and to compare their effects on vocabulary learning and text comprehension of Taiwanese EFL vocational high school learners. The study adopted a quasi-experimental design that recruited 72 students from two classes in a vocational high school. Thirty-six students were assigned to the SG condition and the others to the MG condition. All of the participants reached the minimum passing threshold in the reading section on the elementary level of the GEPT. One week before the treatment, the participants received a vocabulary pretest to check whether any of them had known the glossed words(i.e. target words) in the two treatment passages. There were eight glossed words embedded in each treatment passage—among them, two appeared once(F1)in the text; two appeared twice(F2); two appeared three times(F3); the rest appeared four times(F4). During the treatment, the participants had to read the treatment passages and answer several related text comprehension questions. Immediately after the treatment, the participants unexpectedly received a vocabulary posttest to determine whether they had learned/remembered the glossed words; they had to produce the L1 meaning of the glossed words in the provided sentence context. Two weeks later, the same vocabulary posttest was conducted again to test their delayed vocabulary recall. Several analysis methods(a two-way mixed-design ANOVA, a one-way repeated-measures ANOVA, an independent-samples t test and Pearson product-moment correlation)were conducted in the current study to explore and compare the effects of the two gloss conditions on the participants’vocabulary learning and text comprehension.
The major findings of the current study are summarized as follows.
1.In terms of the participants’vocabulary learning:
1.1.In both the SG and MG conditions, the
participants’frequent encounters with the
glossed words in the text indeed yielded a
facilitating effect on their vocabulary learning.
1.2.The participants in the MG condition, overall,
could learn the glossed words significantly
better than those in the SG condition on both the
immediate and delayed vocabulary posttests. The
significant difference between the MG and SG
conditions, particularly, occurred on those F3 or
F4 glossed words. This suggested that the
participants in the MG condition could benefit
more from multiple encounters with the glossed
words in the text. That is, the more encounters
they had with the glossed words in diverse
contexts, the more likely they were able to
(select and)retain the correct meaning of the
glossed words longer than the participants in the
SG condition.
1.3.The participants in the MG condition had a lower
attrition rate of the word gains than those in
the SG condition. However, no significant
difference was found between the attrition rates
in the two gloss conditions. It was also
important to note that two weeks after the
treatment, an obvious sharp decline in the
participants’word gains(more than 50%)was
observed under the MG condition.
2.In terms of the participants’text comprehension:
2.1.The participants in the MG condition could
comprehend the treatment passages as well as
those in the SG condition.
2.2.The participants’text comprehension was more
significantly correlated with their vocabulary
learning under the MG condition than under the SG
condition.
In conclusion, the findings of the current study implied that the Taiwanese EFL instructors and material editors should try to apply multiple-choice glosses in their teaching practice. They can enhance the effectiveness of multiple-choice glosses by exposing their learners repeatedly to the glossed words in the text. In this way, learners can have more opportunities to reevaluate the selected gloss items against different contexts and thereby, retain the correct meaning of the target vocabulary on their own. Besides, with multiple-choice glosses applied in the text, EFL learners can more efficiently learn the target vocabulary because they can comprehend the text and learn the target vocabulary at the same time. However, while the learners are learning vocabulary through multiple-choice glosses, the instructors should also be cautious about the possibility of their incorrect inferences and the problem of their word loss after a period of time.

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大考中心 (2002)。高中英文參考詞彙表。上網日期：98年1月1日。網址：http://www.ceec.edu.tw/Research/paper_doc/ce37/4.pdf