本研究旨在調查與描述七位台灣國小學生之英文字彙學習策略，期能藉由深入瞭解他們目前的學習策略，探討英文老師如何能幫助台灣小學生培養及應用不同的策略來學習英文字彙，以期達到更佳的學習成效。
此研究探討的問題如下：台灣國小學生應用那些英文字彙學習策略來提升學習成效，以及學生們又如何用、為何用、何時用那些學習策略。使用之研究方法有四項：一、教室教學觀摩；二、學生每日英文字彙學習紀錄；三、訪談；四、實際學習策略應用之描述 (Think-aloud protocols)。

本研究共辨認出73種英文字彙學習策略。研究結果顯示：學生的字彙學習局限於英文課本字彙之背誦，學生極少從事課外之英文字彙學習並欠缺規劃自我字彙學習之能力。本研究也發現，老師分配的英文作業及使用的字彙評量方式會影響學生應用何種學習策略。

研究結果建議：一、當指導小學生培養及應用字彙學習策略時，老師需說明應用該學習策略之目的及原因，並教導如何正確、有效地應用該策略。二、台灣國小學生應精進英文字典使用技巧，活用所學之英文字彙，及學習如何規劃自我之字彙學習。三、老師應設計及給予多元化及有趣之英文作業和字彙評量，以期鼓勵學生應用不同的字彙學習策略及培養正確的英文字彙學習觀念。四、老師需協助小學生創造課外之英文字彙學習及練習之機會。

This study aimed to explore the EFL vocabulary learning strategies applied by seven Taiwanese children at the elementary school level.
The research data were collected by multiple methods and via various sources. The methods included (1) classroom observations, (2) the participants’ daily written records of vocabulary learning, (3) oral interviews, and (4) think-aloud protocols. The data were analyzed by following the procedures of the Constant Comparative Method (Lincoln & Guba, 1985). The identified vocabulary learning strategies were classified into three strategy categories—Metacognitive, Cognitive, and Social-affective (Chamot & Küpper, 1989).

The findings of the study suggested that (1) when introducing vocabulary learning strategies to children, English teachers need to give direct and explicit instruction on the purposes and rationales of the learning strategies as well as how, why, and when those strategies can be applied; (2) Taiwanese children need to refine or develop the EFL vocabulary learning strategies of using dictionaries skillfully, taking notes of new vocabulary items, using vocabulary actively, and planning as well as organizing their vocabulary learning; (3) English teachers should devise various vocabulary assignments and appropriate vocabulary quizzes to encourage learners to develop and use different vocabulary learning strategies as well as to assess learners’ vocabulary learning more adequately; and (4) English teachers should help EFL learners to create opportunities to encounter and practice new English lexical items, as it is found that EFL learners have difficulty in seeking opportunities or partners to learn and practice English lexical items after their English classes.

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