摘要目的调查、分析医学专科学生英语词汇学习现状，为探索词汇教学的有效途径提供参考。方法以200名2010级医学专业专科学生为研究对象，按英语词汇测试成绩从高到低排列，成绩前30%和后30%分为“高分组”和“低分组”，通过自制量表调查2组学生的词汇学习现状，采用PASW Statistics统计工具进行探索性因子分析，独立样本t检验以比较2组学生词汇学习的异同。结果在析出的4个因子中，2组学生在词汇学习“态度”“方法策略”（P=0.000），“词汇深度”（P=0.010）3个因子上呈现的差异均有统计学意义，在词汇“重要性”认识（P=0.099）上差异无统计学意义。结论词汇学习态度、方法策略、深度是影响词汇学习的重要因素。在教学过程中应引导学生转变词汇学习态度，激发兴趣，倡导自主学习，同时改善词汇学习方法，重视词汇深度。

abstractsObjective To explore effective ways of vocabulary learning through investigation of medical college students . Methods Vocabulary learning of 200 medical college students from grade 2010 (high-score group and low-score group)were investigated by self-made scales. Exploratory factor analyses were conducted by PASW Statistics software. Vocabulary learning of two groups was compared by independent-samples t test. Results There were statistical significances in factors of‘attitude’ (P=0.000),‘methods and strategies’(P=0.000),‘vocabulary depth’(P=0.010)between higher-score and lower-score students and there was no statistical significance was in ‘importance of vocabulary’ (P=0.099)between two groups. Conclusions Attitude,methods and strategies as well as vocabulary depth play a central role in vocabulary learning.