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系統識別號 U0002-1108201022293000
中文論文名稱 臺灣大學生使用六個動詞之詞彙及文法詞語搭配能力之探討
英文論文名稱 Collocational Patterns of Six Verbs Used by Taiwanese University Students
校院名稱 淡江大學
系所名稱(中) 英文學系博士班
系所名稱(英) Department of English
學年度 99
學期 2
出版年 100
研究生中文姓名 張淑芬
研究生英文姓名 Shu Fen Chang
學號 894010221
學位類別 博士
語文別 英文
口試日期 2010-07-19
論文頁數 308頁
口試委員 指導教授-林春仲
委員-陳秀潔
委員-王藹玲
委員-林啟一
委員-麥杰斯
中文關鍵字 詞語搭配  詞語搭配教學  片語動詞  弱動詞  語料庫  語意節律 
英文關鍵字 collocations  collocation instruction  phrasal verbs  thin verbs 
學科別分類
中文摘要 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。
英文摘要 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.
論文目次 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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