基於解剖學和英文是國內護理大學新生課程學習中較困難的兩門科目，本研究乃利用學生的英語聽講練習課程，將解剖學單字的學習融入溝通式英語教學法中的角色扮演活動，目的在增進護生解剖學單字的學習與英語的口說能力。研究對象為台灣一所護理大學四十六位護理系新生，研究進行期間正同時修習此二門課程；研究工具為前、後測的認知問卷，分別於開學初與學期末進行。此外，質性訪談亦針對解剖學單字的學習、角色扮演活動、與英語口說能力進行調查與分析。研究結果顯示，於角色扮演前、後，受測者對活動的認知已改變，表演後提升了對活動的喜好且降低了對其困難度的認知。受測者肯定角色扮演對解剖學單字的學習成效，但有關此活動對英語口說能力的提升卻持保留的態度。訪談的結果顯示，阻礙學生積極參與並完全融入此活動的原因包括：學生本身、活動小組同儕、活動進行程序與其它行政相關種種因素。最後，本研究亦提出未來研究之方向與建議。

In a nursing university where two required courses are considered difficult school subjects by incoming students, we seek to integrate their anatomy vocabulary learning into role-play in an English listening and speaking course. This study aims to identify key elements for establishing role-play as an effective Communicative Language Teaching (CLT) activity in facilitating their anatomy vocabulary learning and English speaking proficiency. It reports on a questionnaire based study exploring first-year nursing university students' experience in role-play with a particular focus on the acquisition of anatomy vocabulary. The subjects for this study were a class of 46 freshmen who were taking Freshman English Lab and Human Anatomy each as a required course in a nursing university in Taiwan. Perception questionnaires were administered to them prior to and after role-playing. Meanwhile, structured interviews were implemented to six subjects in further eliciting their perception of the target activity. The findings indicated that after role-playing, the subjects demonstrated a change in their perceptions in terms of a higher level of preference and a lower degree of difficulty towards the activity. While they confirmed the effects of role-play on anatomy vocabulary learning, they did not perceive it as having a facilitating effect on enhancing their English speaking proficiency. The reason they had reserved attitudes towards role-play can be reflected by the interviewees' responses which revealed the factors that may hinder their full participation in role-play, ranging from the learner factor, the peer factor, and the implementation factor to the administration factor. Finally, implications and suggestions were made and directions for future research were provided.