本研究旨在比較「單一閱讀」與「同步聽讀」兩種方式對非刻意英文字彙學習的效益。來自兩班共84位高中生分別以僅透過閱讀或閱讀加聽力的方式每週閱讀兩篇故事，在兩個七週的期間共完成28篇故事。共有100字取自此28篇故事，並分成各50字的測驗A與測驗B。在每一個七週的上課期間分別施以前測及後測，並採用改良式字彙知識量表來評估學生在研究介入前後字彙知識的改變：0級(從未見過/未知)，1級(見過/未知)，與2級(已知/能正確的翻譯)。整體而言，兩組學生從前測至後測的成績皆有顯著進步，但聽讀同步組在兩次的後測分數皆遠高於單ㄧ閱讀組。此結果表示閱讀加聽力比單只有閱讀更能產生較佳的學習成效。此外，兩組在測驗B的習得率皆較測驗A高，此表示若能加強學生的較常用的生字，則他們可多去關注較不熟悉的字而使習得率較高。本研究結果對教學有重要的意涵，對於產生此結果的可能原因加以討論並對第二語言閱讀練習與教學提出建議。

This study compares the degree of incidental vocabulary learning through reading only (RO) versus reading plus listening (RL). Eighty-two secondary school students from two intact classes read or read plus listened to a total of 28 short stories during two 7-week periods, 14 stories for each. One hundred words were chosen from the 28 stories to be tested and divided into Test A and Test B, each containing 50 words. A pre-test and a post-test were administered to the participants before and after each period of treatment. A modified vocabulary knowledge scale was used to assess changes in participants’ vocabulary knowledge before and after the intervention: level 0 (never seen/unknown), level 1(seen/unknown), and level 2 (known/able to translate correctly). Overall, both groups had significant gains from pre-tests to post-tests, but the RL group scored significantly higher than the RO group on the two post-tests, which suggests that reading plus listening produces better learning effects than reading only. In addition, both groups’ pick-up rates were higher on Test B than Test A, suggesting that if high frequency words are consolidated, learners have more attention for unfamiliar words, which leads to a higher acquisition rate. The results have important pedagogical implications. Possible reasons for the outcome are discussed, and suggestions are made for L2 reading practice and instruction.