基模式讀前教材運用在偶發性單字學習上尚未有顯著的探討。本研究旨在調查 基模式讀前教材對大學生在偶發性專業英文單字習得上之影響。實驗對象為四十六 名商學院的學生。讀前教材被整合於為期一個月的專業英文閱讀活動。一份前測被 採用來確認實驗對象在目標單字缺乏熟悉度。在每項實驗模式完成後，他們需要進 行一份立即性後測以及一份間隔三週後的延遲性後測。最後，他們需填寫一份問 卷。研究結果顯示，在立即性後測中，雖然基模式讀前教材與單字表無顯著性差 異，但是基模式讀前教材仍優於單字表及無讀前教材。另一方面，在延遲性後測 中，學生們在基模式讀前教材模式中，於辨識性單字測驗中可獲得最高目標單字的 保留率；單字表模式在能產性單字測驗中優於其它兩個模式。此外，問卷結果呈現 學生們對於基模式讀前教材皆有正面評價。基模式讀前教材可以助於學生們在偶發 性商業英文單字上獲得。針對上述研究結果，本研究提供基模式讀前教材對偶發性 專業英語單字學習上的教學應用。

The application of schematic pre-reading materials on incidental vocabulary learning has not been explored. The study investigates the effects of schematic pre-reading materials on EFL college students5 incidental professional vocabulary acquisition. 46 students from a college of management served as participants. Pre-reading materials were integrated in one-month professional reading activity. A pretest was adopted to ensure participants lacked familiarity with target vocabulary. After each mode session, all participants took an immediate posttest and a 3-week-delayed posttest. Following the final posttest, the participants completed a questionnaire. The findings revealed that in the immediate posttest, participants in the schema-based mode retained the most target words in the three modes although there was no significant difference between schema-based mode and word list mode. In the delayed posttest, participants in the schema-based mode have the highest target word retention in recognition posttests and word list mode outperformed the other two modes in production posttests. Furthermore, all of the students had positive attitude towards schema-based mode. The mode was the most helpful for the students to incidentally learn business vocabulary. Pedagogical implications regarding use of content schemata as pre-reading materials for incidental business vocabulary learning are discussed.