本研究旨在探討不同語言程度的台灣大學生使用六個動詞之詞彙及文法詞語搭配的能力。
總計有参百位學生參與本研究，受測者依多益成績做為英文能力分級標準。本研究所使用
的測試工具有六：研究工具為2006年版多益官方模擬測驗、詞語搭配的翻譯測驗、詞語
搭配的選擇測驗、個人英文學習的問卷、造句及非正式的學生訪談。研究結果顯示，學習
者使用含有come、find、get、give、go及 receiv的字詞搭配能力相當不足，不同英文程度
的學生其詞語搭配能力亦不同。詞語搭配與英語閱讀及聽力能力呈現顯著相關性。迴歸分
析結果顯示，多益測驗成績可作為學生詞搭配能力的預測變項 (predictor)。本研究除進一步
分析學生造句所犯下的文法及語詞搭配錯誤外，也辨識出影響搭配詞知識（knowledge of
collocations）的變數，本文最後提出一些教學及研究建議，供國內英語教學老師、研究人
員或其他相關領域之專家參考。

Under investigation in this study was the relation between Taiwanese university students’ English collocation knowledge and their overall language proficiency at three different proficiency levels and the factors influencing the students’ productive use of collocations. In addition, described and identified were the collocation errors made by the participants. The study utilized primarily quantitative methods, complemented by supplementary qualitative methods. A total of three hundred participants at three English language proficiency levels took the TOEIC test, a multiple-choice test, a translation test, a sentence-writing task, and responded to one questionnaire, all of which focused on discovering their ability to recognize and use collocations. Results of all the statistical analyses showed that a significant difference existed in students’ knowledge of collocations among the three groups of students at the three different proficiency levels. Furthermore, results of a Pearson’s moment correlation and a regression analysis showed that there was a strong relation between the students’ knowledge of collocations and their overall language proficiency. It was also found that while the TOEIC test was a good predictor of students’ knowledge of collocations, the reading section of the TOEIC test was a slightly better predictor than the listening section of the TOEIC test. Factors affecting the participants’ performances on the collocation translation test were also identified. Pedagogical implications and teaching applications of collocation research were also proposed.

CHINESE ABSTRACT	i
ENGLISH ABSTRACT	ii
ACKNOWLEDGEMENTS	iii
TABLE OF CONTENTS	v
LIST OF TABLES	ix
LIST OF FIGURES	x
CHAPTER ONE INTRODUCTION	1
	Statements of the Problem	1
	Statement of the Purpose	3
	Research Questions	4
	Definition of Terms	4
		Collocations	4
		Data-driven Learning	5
		Hypernym and Hyponym	5
		Lexeme	5
		Lexicon	6
		Lexical set	6
		Thin Verbs	6
		Type and Token	6
	Significance of the Study	7
	Organization of the Dissertation	8
CHAPTER TWO REVIEW OF THE LITERATURE	10
	Theoretical Issues on Collocations	10
		Defining Collocations	10
		The Categorization and Characteristics of Collocations	15
		The Categories of Collocational Errors	18
			Summary	22

	Current Trends of Collocation Pedagogy in ESL/EFL Education	23
		The Arrival of a Lexis-focused Teaching Approach	23
		Major Developments in Phraseology	28
			Summary	29
	Empirical Studies on Collocations	29
		Measuring Collocational Knowledge	29
		Sources and Types of Collocational Errors	39
		Relations between Collocations and Language Proficiency	45
			Summary	48
	Pedagogical Issues Regarding Collocations	49
		Factors Affecting Learners’ Knowledge of Collocations	58
			External variables	58
			Internal variables	58
				Summary	65
	Theoretical Framework of this Study	66
		Selection of the six verbs	68
		Syntactic Patterns of the Six Verbs	69
		Semantics of the Six Verbs	70
CHAPTER THREE METHODOLOGY	76
	Participants	76
	Instruments	76
		The TOEIC Test	79
		The English Learning Questionnaire	79
		The Multiple-Choice Test and The Collocation Translation Test	83
			The Multiple-Choice Test	87
			The Collocation Translation Test	88
		Sentence Writing Task	89
			A Scoring Rubric	90
			Grading Procedures for Assuring Reliability and Validity	90
	Procedures	92
	Data Analysis	95
CHAPTER FOUR RESULTS	99
	Knowledge of Collocations Among the Three Proficiency Levels	99
		Descriptive Statistics of the Two Tests	99
		One-way Analysis of Variance of the Two Tests	101
		The Scheffé Post Hoc Tests	103
	Relations Between Collocational Knowledge and Proficiency Levels	105
		Test of Correlation of Two Tests for Three Proficiency Levels	105
		Regression Analysis	107
	An Analysis of Sentence Writing Task	108
		Participants Performances on the Sentence-writing Tasks	108
		An Analysis of Participants’ Collocational Errors	112
		An Analysis of Student Responses to Interview Questions	114
	Factors Affecting the Participants’ Productive Knowledge of Collocations	116
		An Analysis of the Questionnaire	116
		Relationship among Factors and the Performance on the CT Test	117
		Learner Needs	123
CHAPTER FIVE DISCUSSION	125
	Insufficient Knowledge of Collocations	125
	Collocations and their Overall Language Proficiency	126
	Error Types and Intralexical Factors	128
	Variables Affecting Productive Knowledge of Collocations	134
		Previous and Extracurricular Learning Experience	135
		Vocabulary Learning Strategy	137
		Classroom Instruction	138
	Essential Guidelines of Collocation Instruction	139
CHAPTER SIX CONCLUSIONS	141
	Conclusions	142
	The Limitations of the Study	149
	Pedagogical Implications	150
	Suggestions for Further Research	159
REFERENCES	161
APPENDICES
	Appendix A: Part of the Collocate Display for the Thin Verb Come	179
	Appendix B: Multiple-choice Test	188
	Appendix C: Multiple-choice Test (Chinese Version)	198
	Appendix D: Collocation Translation Test	208
	Appendix E: Collocation Translation Test (Chinese Version)	215
	Appendix F: Sentence Writing	222
	Appendix G: Sentence Writing (Chinese Version)	226
	Appendix H: Questionnaire (Final Version)	230
	Appendix I: Questionnaire (Chinese Final Version)	237
	Appendix J: Questionnaire (19-questions version)	242
	Appendix K: Questionnaire (19-questions Chinese version)	245
	Appendix L: Semantics of Come, Find, Get, Give, Go, and Receive	248
	Appendix M Syntactic Structures of Collocations of Thin Verbs	257
	Appendix N: English Verb Patterns	271
	Appendix O: A Test Bank	272
	Appendix P: The Correlation among the learners’ scores in collocation translation test and the ten factors	299
List of Tables
Table 1. Categorization of Six Thin Verbs .................................................................. 69
Table 2. The Number of Participants from Each Department ..................................... 77
Table 3. Categories and Sub-Categories of Grammatical Errors ................................ 91
Table 4. The Receptive Knowledge of Collocations Among the Three Proficiency
Levels in the MC Test ................................................................................. 100
Table 5. The Productive Knowledge of Collocations Among the Three Proficiency
Levels in the CT Test .................................................................................. 101
Table 6. Results of One-way ANOVA on the MC Test Scores ................................. 101
Table 7. Results of One-way ANOVA on the CT Test Scores .................................. 102
Table 8. Multiple Comparisons of the Means of the Three Proficiency levels in the MC
test ............................................................................................................... 102
Table 9. Multiple Comparisons of the Means of the Three Proficiency levels in the CT
test ............................................................................................................... 103
Table 10. Paired-samples t-test test for the participants’ scores of MC test and CT test
.................................................................................................................. 104
Table 11. Pearson Correlation of the MC test and TOEIC test ................................. 106
Table 12. Pearson Correlation of the CT test and TOEIC test .................................. 106
Table 13. Summary of Regression Analysis for Predicting the Knowledge of
collocation by the reading score and listing score ..................................... 106
Table 14. Target Collocations in the Sentence-writing Task ..................................... 108
Table 15. Mean Scores and SD in the Sentence-writing Task .................................. 109
Table 16. Results of Independent t-test on the Scores of the Sentence-writing Task .....
................................................................................................................... 109
Table 17. Collocations Ordered According to Frequencies and Percentages of Correct
Responses (n = 43) .................................................................................... 109
Table 18. Average Numbers of Blank Responses and Incorrect Answers ................ 110
Table 19. Error Count of Six Verbs ........................................................................... 112
Table 20 Reported Difficulties in Making 24 Sentences .......................................... 115
Table 21. The Participants’ Difficulties in Learning English ........................... …….117

Table 22. Personal English Learning Experience ..................................................... 119
Table 23. Vocabulary Learning Strategies ................................................................ 120
Table 24. English Practice in the Classroom in Your Senior/Vocational High School
................................................................................................................... 121

List of Figures
Figure1. Syntagmatic and paradigmatic relations………………………………… 13
Figure 2. Semantics field analyses for break, violate, and infringe……………...... 25
Figure 3 Collocational grid exercise for break, violate, and infringe………........... 26
Figure 4. The theoretical framework of the present study………………………… 67
Figure 5. Variables affecting the participants’ performances on the CT test…….. 122

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