本研究旨在探討台灣大學生使用英文補語結構的能力。共有一百五十八位台灣北部四所大學的學生參與本研究。參與者依照外語能力測驗的分數分成三組。本研究的測試工具為七十題的英文補語結構測驗。本研究探討的英文補語結構有三：一為單賓語及物動詞補語結構(monotransitive complementation)，二為雙賓語及物動詞補語結構(ditransitive complementation)，三為複雜的及物動詞補語結構(complex transitive complementation)。本研究結果顯示，學習者使用英文補語結構的能力與其英文程度有正相關性。在三類英文補語結構表現上，受測者在雙賓語及物動詞表現最好，在單賓語及物動詞表現次之，而在複雜的及物動詞表現最差。受測者在英文補語結構異體的(variants)表現上不一，與異體的語法結構複雜度、動詞所允許的補語數量、動詞與其補語結構間語意相關性，以及學習者的語法能力與注意力容納力有關。

The recognition and the use of English complementation is among the most frequent and problematic types of grammatical errors seen in EFL learners.  In an attempt to account for the different performance patterns of verb complementation among Taiwanese university students, this study aimed to investigate Taiwanese university learners’ production of English complementation.  A total of one hundred and fifty-eight students participated in the study.  The students were divided into three groups according to their scores in Foreign Language Proficiency Test.  A total of seventy-item test, covering various aspects of verb complementation, was used in the study.  Results of the study revealed that there was a positive relationship between the learners’ English proficiency and their competence in producing and using English complementation.  In addition, the learners as a whole performed best in ditransitive complementation; second in monotransitive complementation; and worst in complex transitive complementation.  But they performed differently in variants of different types of English complementation in accordance with the complexity of the structures, the number of complementation that a verb takes, and the syntactic and semantic categories of a matrix verb.  Besides, the learners as a whole performed better in retrospective verbs than in aspectual verbs that allow both to-infinitive and gerund constructions.

Table of Contents

Acknowledgements	  i
Chinese Abstract	 iii
English Abstract	 iv
Table of Contents	 v
List of Tables	 ix
List of Figures	 xii
List of Appendices	 xiii
Chapter One  Introduction		1
1.1	Statement of the Problem		3
1.2	Purpose of the Study		5
1.3	Research Questions		6
1.4	Definitions of Terms		7
1.5	Significance of the Study		9
Chapter Two  Review of the Literature	 11
2.1 The Concept of Complementation	 11
2.2 Development of the Approach to English Complementation	 17
2.2.1 The Traditional Approach	 17
2.2.2 The Structuralist Approach	 19
2.2.3 The Transformational-Generative Approach	 20
2.2.4 Semantic/Functional Approach	 22
	2.3 Empirical Studies on the L2 Acquisition of English 
Complementation	 28


	2.4 Problems of Grammar Textbooks in Describing English 
Complementation	 36
2.5 Second Language Learning and Systems	 38
2.5.1 Error Analysis	 38
2.5.2 Focus on Form versus Focus on Forms	 41
2.5.3 The Role of Attention in Language Learning	 42
2.5.4 The Role of Negative Evidence	 44
2.6 The Theory of Markedness	 46
2.6.1 Markedness and Second Language Acquisition	 47
2.7 Grammatical Knowledge in Language Learning	 51
2.7.1 What is Grammar	 51
2.7.2 The Role of Grammatical Competence	 53
2.8 The Role of Form-focused Instruction	 56
	   2.8.1 Form-focused Instruction and the Development of 
L2 Proficiency	 57
2.9 Purpura’s Theory of Grammatical Knowledge	 60
2.10 A Theory of Second Language Production	 61
2.11 Theoretical Framework of the Study	 62
Chapter Three  Methodology	 63
3.1 Participants	 63
3.2 Participants’ English Proficiency	 64
3.3 Grouping	 66
3.4 Types of Verb Complementation Used in the Study	 67
	3.5 Variants of Three Types of Verb Complementation Investigated 
in the Study	 68
3.6 Materials	 70
3.6.1 Task Design and Theoretical Constructs	 70
3.7 Procedures	 75
3.8 Data Collection	 75
3.9 Scoring of the English Complementation Test	 76
3.10 Statistical Analysis	 81
Chapter Four  Results	 83
4.1 Learners’ English Proficiency vs. Competence in the Use of Verb Complementation	 83
4.2 Learners’ Performance of the Six Tasks	 84
4.3 Learners’ Performance of the Three Types of Verb Complementation	 89
4.4 Learners’ Performance in Variants of Three Types of Verb 
Complementation	 93
4.4.1 Subsection A: Results of the Variants of Monotransitive Complementation	 93
4.4.2 Subsection B: Results of the Variants of Complex Transitive Complementation	 101
	4.4.3 Subsection C: Results of the Variants of Ditransitive 
Complementation	 105
4.5 Learners’ Performance of Meaning-discrepancy Task	 110
4.6 Learners’ Grammatical Competence and Learners’ Performance in Verb Complementation	 115
4.7 Major Findings	 116
Chapter Five  Discussion	 122
5.1 Learners’ English Proficiency and Competence in the Use of Verb Complementation	 122

	5.2 Learners’ Performance in Six Tasks	 123 
	5.3 Learners’ Performance of the Three Types of Verb Complementation	 127
	5.4 Learners’ Performance in Variants of Three Types of Verb 
Complementation	 131
5.4.1 Section A: Findings of the Variants of Monotransitive Complementation	 131
5.4.2 Section B: Findings of the Variants of Complex Transitive Complementation	 135
5.4.3 Section C: Findings of the Variants of Ditransitive 
Complementation	 137
5.5 Learners’ Performance of Meaning-discrepancy Task	 139
	5.6 Learners’ Grammatical Competence and the Performance of English 
Complementation	 142
Chapter Six  Conclusions	 145
6.1 Pedagogical Implications	 149
6.2 Limitations of the Study	 153
6.3 Recommendations for Further Research	 154
References	 156
Appendices	 178

List of Tables


Table 3.1 Student Grouping	 67

Table 3.2 Three Types of Verb Complementation	 68

Table 3.3 Variants of Monotransitive Complementation Type	 68

Table 3.4 Variants of Complex Transitive Complementation	 69

Table 3.5 Variants of Ditransitive Complementation	 70

Table 3.6 Verbs Used in Task I	 71

Table 3.7 Verbs Used in Task II	 72

Table 3.8 Verbs Used in Task III	 72

Table 3.9 Verbs Used in Task IV	 73

Table 3.10 Verbs Used in Task V	 73

Table 3.11 Verbs Used in Task VI	 74

Table 4.1 Correlation between Learners’ FLPT Scores and Their Verb Complementation Test Scores	 84

Table 4.2 Performance of the Six Tasks	 85

Table 4.3 One-way ANOVA—Comparing the Mean Scores in Verb 
Complementation Test of the Groups	 86

Table 4.4 Cross Comparison of the Performance between Groups in Verb Complementation Test	 88

Table 4.5 Mean Scores of Three Types of Verb Complementation	 89

Table 4.6 One-way ANOVA—Comparing the Mean Scores of Different Groups 
in Different Types of Verb Complementation	 90

Table 4.7 Cross Comparison of the Differences of Different Groups	 91

Table 4.8 Paired-samples t-Test for Different Types of Verb Complementation	 92

Table 4.9 Mean Scores of Variants of Monotransitive Complementation	 93

Table 4.10 One-way ANOVA—Comparing the Mean Scores in Different 
Variants of Monotransitive Complementation	 97

Table 4.11 Cross Comparison of the Performance between the Three Groups	 98

Table 4.12 Mean Scores of the Three Variants of Complex Transitive Complementation	 101

Table 4.13 One-way ANOVA—Comparing the Three Variants of Complex 
Transitive Complementation between the Groups	 103

Table 4.14 Cross Comparison of the Three Variants of Complex Transitive Complementation between the Three Groups	 103

Table 4.15 Paired-samples t-Test for Differences between Variants of Complex Transitive Complementation	 105

Table 4.16 Mean Scores in the Three Variants of Ditransitive 
Complementation	 106

Table 4.17 One-way ANOVA—Comparing the Three Variants of Ditransitive Complementation between the Groups	 107

Table 4.18 Cross Comparison of the Three Variants of Ditransitive 
Complementation between the Three Groups	 108

Table 4.19 Paired-samples t-Test for Differences between Variants of 
Ditransitive Complementation	 109

Table 4.20 Mean Scores in the Meaning-discrepancy Test	 110

Table 4.21 One-way ANOVA—Comparing the Mean Scores in the Meaning-discrepancy Test	 111

Table 4.22 Paired-samples t-Test for Significance in Aspectual and Retrospective Verbs	 111

Table 4.23 Mean Scores of the Verbs that Take To-infinitive or Gerund	 112

Table 4.24 One-way ANOVA—Differences in the Verbs Allowing Two 
Constructions	 113

Table 4.25 Cross Comparison between the Groups	 113

Table 4.26 Paired-samples t-Test for Verbs Allowing To-infinitive or Gerund Construction	 114

Table 4.27 Correlation between Learners’ Grammatical Competence Scores 
and Their Verb Complementation Test Scores	 115

List of Figures
Figure 1 Basic meaning of infinitive to	 140

List of Appendices
Appendix A  Syntactic Structures of Variants of Monotransitive Complementation	 178

Appendix B  Syntactic Structures of Variants of Complex Transitive   Complementation 	 180

Appendix C  Syntactic Structures of Variants of Ditransitive Complementation	 181

Appendix D  English Complementation Test 	 182
Appendix E  Consent Form for the Study	 188

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