在學習生詞的意義時，上下文無疑扮演著重要的角色。根據實驗一和實驗二的結果，僅重復閱讀文句脈絡中的生詞，可以逐漸學習生詞的意義。由控制情況的結果加以推測，這個學習現象不過反映如何表達生詞解釋的習得歷程而已。依據實驗三和實驗四的結果，在文句脈絡中學習生詞的意義時，受試者不但學習獨立的生詞意義，而且學習在文句脈絡中的功能，因而較能運用新習得的生詞。並且在文句脈絡中學習生詞的結果，雖然在習得分數上不如獨立學習生詞意義的一組，但所習得的生詞不容易被遺忘。

　　　　　In acquiring the meanings of new words, the sentence contexts within which new words are embedded undoubtedly play an important role. According to the results of Experiments I and 2, mere repetitions of experiencing new words in their sentence contexts produce a phenomenon of meaning acquisition. In view of the results obtained from control conditions, this acquisition phenomenon merely reflects the performance component (how to express meanings of words) of meaning acquisition. The results of Experiments 3 and 4 showed that the acquisition of word meaning should include not only the meaning of new words per se but the function of these new words in their sentence contexts. It was found that only when the subjects acquired meanings of new words in their sentence contexts the subjects could utilize the newly acquired words more efficiently. Although the mean number of new words acquired was lower when the subjects studied in the contextof sentences than when new words were studied independently without sentence context, the acquired new words tended to resist forgetting in the former than in the latter condition.