中文摘要
本研究旨在探討台灣國中生的英文字彙學習策略使用 (Vocabulary Learning Strategy Use) 與學習知覺風格偏好 (Perceptual Learning Style Preferences) 的關係，為了達成此研究目標，本研究探討：(1)國中生的英文字彙學習策略使用頻率，(2)國中生的學習知覺風格偏好分佈，(3)國中生的字彙學習策略與學習風格的關係。 此外，特別針對學生的學習成就及性別對其字彙策略應用與學習風格之關係作進一步的了解。
本研究實驗對象為207名台北縣一所國中二年級的學生。研究方法採量表調查法。問卷包含兩部分，其一為改編自Schmitt (1997)的字彙學習策略量表，另一為改編自Reid (1984)的學習知覺風格偏好量表。 研究結果顯示學生並不常使用字彙學習策略也無強烈的學習知覺風格偏好；學生的學習風格與整體字彙學習策略使用有顯著相關；學生的學習成就顯著影響各類字彙學習策略使用及視覺型、聽覺型、動覺型、獨立學習型學習風格；學生的性別與字彙學習策略無顯著關係，但對觸覺型學習風格有顯著影響。

ABSTRACT
The ultimate goal of the study was to identify the relationships between Taiwanese junior high school students’ vocabulary learning strategy use and their perceptual learning style preferences. To achieve this goal, the study examined (1) the frequency of vocabulary learning strategies used by junior high school students; (2) the distribution of perceptual learning style preferences among junior high school students; and (3) the correlation between vocabulary learning strategy use and learning styles. Besides, the effects of two learner variables, achievement level and gender, on vocabulary learning strategy use and perceptual learning style preferences were also examined.
The participants recruited in this study were 207 junior high school students from a junior high school in Taipei County. The major instrument was a questionnaire with two sets of inventories: Taxonomy of Vocabulary Learning Strategies (Schmitt, 1997) and Perceptual Learning Style Preference Questionnaire (Reid, 1984). Besides, the final course grade was employed to determine the achievement level. The data collected was analyzed by computing descriptive statistics, Pearson product-moment correlation, and ANOVA.
The results of the study indicated that Taiwanese junior high school students neither used vocabulary learning strategies frequently nor showed any major preferences for any learning style. All of the students’ perceptual learning styles were significantly correlated to their overall vocabulary learning strategy use. Students’ achievement level had a significant effect on their use of vocabulary learning strategies and four learning modes: visual, auditory, kinesthetic, and individual learning styles. Students’ gender had no significant effects on their use of vocabulary learning strategies. It only had a significant effect on tactile learning style.

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