詞語搭配能力的重要性在投身教學相關領域的教育者之中，已經獲得普遍共識。回顧以往的相關研究，它對於第二語言的學習也已證明了有舉足輕重的影響。然而到至今為止，仍鮮少研究探索詞語搭配在教科書中的使用。因此，本研究的目的旨在調查台灣坊間國中英文教科書中的動詞搭配詞。
研究者先蒐集翰林iEnglish和康軒英語教科書中全部的動詞搭配詞，再以BBI英語搭配字典作為檢驗的工具，記錄出以下資訊: (1) 全冊的動詞搭配詞總數量 (2) 個別動詞搭配詞出現的頻率。最後研究者進一步分析以上資訊，討論是否有規則能解釋各動詞搭配詞的分布情形。
研究結果顯示，翰林iEnglish全冊中總數139的動詞搭配詞，“look at”共出現26次，在全冊中出現最多次，同時也是唯一一個全冊都出現的動詞搭配詞。14個出現超過5次，然而多達77個只出現1次。而康軒英語教科書中全冊共88個動詞搭配詞, 沒有一個動詞搭配詞全冊都出現。13個超過5次，多達46個僅出現一次。
研究結果也同時顯示出，有5個規則可以解釋各動詞詞語搭配出現的次數頻率多寡，以及解釋特定的動詞詞語搭配出現在特定的情境: (1) 教科書編輯者可能將各冊章節依照文法順序排列，文法難度由淺入深，使得“look at”成為極少數出現在第一冊的動詞詞語搭配。(2) 教科書納入了大部分國中生的課外活動，使得 “taking trips”, “having fun”, “taking picture”, “play ball”, 和“go sporting”頻繁出現在iEnglish中。(3) 國中生常面臨的疾病傷痛議題也被納入教科書中，使得“have a stomachache”, “have a fever”, “go to bed”, “take care of”, 和“take medicine”頻繁出現。(4) 國中生面臨的許多困難和議題，例如吸菸的議題和生涯規劃，也被納入教科書中，因此“deal with”和“ask for”頻繁地出現。(5) 國中生開始背負責任，因此“have to”在康軒英文教科書末兩冊頻繁出現。本研究在最後建議語言教學者可以注意這些規則，也建議未來的研究可以調查是否非英文學習領域也會有特定且適用的動詞搭配詞。

It is a widely accepted idea that collocations are very important parts of second language learning, and learners can benefit from the knowledge of collocations. Previous studies examining collocations about English textbooks are very few, so this study aims to investigate verb collocations in Book One through Book Six of the Hanlin iEnglish and Kang Hsuan English textbooks for junior high school students in Taiwan. 
The BBI Dictionary of English word combinations is served as standard tool to decide on the verb collocations found in the reading texts in each lesson of Hanlin iEnglish and Kang Hsuan English series, and these collocations are further examined to investigate: (1) the total number of them in iEnglish, and (2) the frequency of each collocation found in iEnglish. Then, some patterns derived from the collocations found in Hanlin iEnglish and Kang Hsuan English are further discussed.
The results indicate that among the 139 verb collocations which are the total number of verb collocations found in the six books of iEnglish, “look at” appears 26 times, which ranks top one on the list and is the only verb collocation equally spread in each book, and 14 verb collocations appear more than 5 times, while 77 verb collocations simply appear only once. On the other hand, there are 88 verb collocations found in the six books of Kang Hsuan English, but no verb collocation equally spread in each book. Thirteen verb collocations appear more than 5 times, while 46 verb collocations simply appear only once. The results also reveal that there are five main patterns for specific verb collocations to explain why they appear more frequently or less frequently, and what themes are more likely to be relevant to specific verb collocations. First, material developers may organize the books based on grammar points, from the simplest one to the most complicated one, which makes “look at” one of the very few verb collocations appearing in Book One in iEnglish. Second, activities that most of the junior high school students share are put into lessons, which makes “taking trips”, “having fun”, “taking picture”, “play ball”, and “go sporting” appear frequently in iEnglish. Third, illness and sickness that most of the junior high school students have been through are put into lessons, which make “have a stomachache”, “have a fever”, “go to bed”, “take care of”, and “take medicine “appear frequently in iEnglish. Fourth, issues and problems that junior high school students may encounter to solve in their daily life are put into lessons, which makes “deal with” and “ask for” appear frequently in iEnglish. Fifth, junior high school students start taking responsibility, which makes “have to” appear frequently in the last two books of Kang Hsuan English. The researcher further suggests that language teachers should put emphasis on these patterns. Future research investigating whether there are patterns in other fields is also suggested.

TABLE OF CONTENTS

ACKNOWLEDGEMENTS…………………………………………………………..i
CHINESE ABSTRACT……………………………………………………………..iii
ABSTRACT………………………………………………………………………….iv
TABLE OF CONTENTS……………………………………………………………vi
LIST OF TABLES………………………………………………………………….viii
CHAPTER ONE  INTRODUCTION……………………………………..……….1
1.1 Background and motivation…………………………………………………….1
1.2 Purpose of the study…………………………………………………………….2
1.3 Research questions……………………………………………………………...3
1.4 Significance of the Study……………………………………………………….3
1.5 Organization of the Thesis………………………………………………………4
CHAPTER TWO  LITERATURE REVIEW……………………………………..5
2.1 Significance of vocabulary……………………………………………………...5
2.2 Collocation……………………………………………………………………...7
2.2.1 Co-occurrence of Words……………………………………………………7
2.2.2 Grammatical collocations…………………………………………………10
2.2.3 Lexical collocations……………………………………………………….11
2.3 Previous studies on collocation………………………………………………..13
2.3.1 The effect of collocation…………………………………………………..13
2.3.2 The collocation instruction and learning………………………………….16
2.3.3 The Effect of CALL and Corpus on Collocation Learning……………….21
2.3.4 Studies on the collocations in English textbooks…………………………25
2.3.5 Studies on the collocations in English textbooks in Taiwan……………...26
2.3.6 Studies on the collocations in High School English textbooks used in Taiwan……………………………………………………………………27
2.4 Summary………………………………………………………………………31
CHAPTER THREE  METHODOLOGY………………………………………..33
3.1 Survey of the Use of English Textbook Series in Taipei City…………………33
3.2 Contents of the two textbooks…………………………………………………35
3.2.1 Content of Hanlin iEnglish………...……………………………………..35
3.2.2 Content of Kang Hsuan English…………………………………………..37
3.3 Procedures……………………………………………………………………..38
3.4 Data Collection………………………………………………………………..39
3.5 Data Analysis………………………………………………………………….40
CHAPTER FOUR  RESULTS……………………………………………………43
4.1 Result of Hanlin iEnglish……………………………………………………...43
4.2 Comparing the Result of Kang Hsuan English to Hanlin iEnglish…………...…………………………………………………...……….49
CHAPTER FIVE  DISCUSSIONS AND CONCLUSION………………………56
5.1 Discussions and Conclusion of the Major Findings…………………………...56
5.2 Educational Implications………………………………………………………62
5.3 Recommendations for future studies…………………………………………..63
5.4 Suggestionss…………………………………………………………………...64
REFERENCE……………………………………………………………………….66
APPENDICES………………………………………………………………………75
Appendix A  Introduction of Hanlin iEnglish……………………………………75
Appendix B  Contents Chart of Book One of iEnglish as an example…………..76
Appendix C  Introduction of Kang Hsuan English………………………………77
Appendix D  List of Verb Collocations in Hanlin iEnglish Examined in
            Alphabetical Sequence………………………………………….…78
Appendix E  List of Verb Collocations in Hanlin iEnglish Examined in Frequency Sequence…………………………………………………………...87
Appendix F  List of Verb Collocations in Kang Hsuan English Examined in Alphabetical Sequence…………………………………………….92
Appendix G  List of Verb Collocations in Kang Hsuan English Examined in Frequency Sequence……………………………………………….98












LIST OF TABLES

Table 2.2 Definition and Examples of Idioms, Transitional Combinations, Lexical
        Collocations, and Free Combinations…………………………………......10
Table 3.1 Textbook Distribution by Publisher for Each Year in Junior High
        School in Taipei……………………………………………………….…...34
Table 3.2 The Verb Collocation play with…………………………………….…..…40
Table 3.3 Collocations in Alphabetical Order………………………………………..41
Table 3.4 Collocations in Frequency Order………………………………………….42
Table 4.1 The Highest Frequency Collocations in iEnglish…………………………44
Table 4.2 The Verb Collocation look at………………………………………..….…45
Table 4.3 The Verb Collocation talk to…………………………………..…….…….46
Table 4.4 The Verb Collocation go sporting………………………………...……….46
Table 4.5 The Verb Collocation take transportation…………………………....…...47
Table 4.6 Collocations in Common or Different between Hanlin iEnglish and Kang Hsuan English………………………………………………………...…...51
Table 4.7 The Verb Collocation look at…………………………………..……….…53
Table 4.8 The Verb Collocation have to…………………………………..…………54
Table 5.1 The Verb Collocation ask for………………………………………………60
Table 5.2 The Verb Collocation take transportation……………………..……….....60
Table 5.3 The Verb Collocation have to……………………………………..………61

References

Aghvami, F., Eidan, F., & Gorjian, B. (2013). The impact of lexical collocation instruction on developing writing skill among Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 4(3), 273-283
Al-Zahrani, M. S. (1998). Knowledge of English lexical collocations among male
Saudi college students majoring in English at a Saudi university. Unpublished
doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania.
Ashiyan, Z. (2016). Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners. Advances in Language and Literary Studies,7(5), 112-127.
Ashouri, S., Arjmandi, M., & Rahimi, R. (2014). The Impact of Corpus-Based Collocation Instruction on Iranian EFL Learners' Collocation Learning. Universal Journal of Educational Research, 2(6), 470-479.
Attar, E. M., & Allami, H. (2013). The Effects of Teaching Lexical Collocations on Speaking Ability of Iranian EFL Learners. Theory and Practice in Language Studies, 3(6), 1070-1079.


Bazzaz, F. E. (2011). The Use of Verb Noun Collocations in Writing Stories among Iranian EFL Learners. English Language Teaching 4(3),158-163.
Benson, M., Benson, E., & Ilson, R. (1997). The BBI dictionary of English word
combinations. Amersterdam: John Benjamin Publishing Company.
Boers, F., & Lindstromberg, S. (2009). Optimizing a lexical approach to instructed second language acquisition. Basingstoke: Palgrave Macmillan.
Bonk, W. J. (2000). Testing ESL learners' knowledge of collocation. East Lancing, MI: National Center for Research on Teaching Learning. Retrieves from Eric database. (ED448309)
Chen, C. H. (2000). Senior high school English teacher’s perceptions of the new English teaching materials and their usage in southern Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Chen, Y. C. (2011). The effectiveness of Online Corpus Consultation on Developing Taiwanese High School Students’ Collocational Knowledge and Enhancing Vocabulary Learning in Terms of Multiple Definitions. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations, Computer Assisted Language Learning, 28(2), 130-144.
Firth, J.R. (1968). Linguistic analysis as a study of meaning. In F.R. Palmer (Ed.). Selected Papers of J.R. Firth (pp.12-16). Bloomington: Indiana University Press.
Forman, R. (2014). How local teachers respond to the culture and language of a global English as a Foreign Language textbook. Language, Culture and Curriculum, 27(1), 72-88
Ganji, M. (2012). The Effects on Reading Comprehension of Lexical Collocation Instruction, Subject Matter Knowledge, and Cultural Schema. Theory and Practice in Language Studies, 2(1), 105-112.
Ganji, M. (2012). On the effect of Genders and Years of Instruction on Iranian EFL Leaners’ Collocational Competence. Canadian Center of Science and Education Publication, 5(2), 123-133.
Gitsaki,C. (1996). The development of ESL collocational knowledge. Unpublished Doctoral dissertation, Center for Language Teaching and Research, University of Queensland.
Gitsaki, C. (1999). Second language lexical acquisition: A study of the development of collocational knowledge. San Francisco: International Scholars Publications.
Goudarzi, Z. (2012). The Effect of Input Enhancement of Collocations in Reading on
Collocation Learning and Retention of EFL Learners. International Education Studies,5(3), 247-258.
Halliday, M. A. K. & Hasan. (2001). Cohesion in English. Beijing: Foreign Language Teaching and Research Press.
Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In Lewis, M. (Ed.) Teaching collocation: Further developments in the lexical approach (pp. 47-69). London: Heinle Cengage Learning. 
Hill, M. J. (2016). An Exploration of the Idioms and Phrasal Verbs in Senior High School Textbooks in Taiwan. Unpublished master’s thesis, Tamkang University, Taipei, Taiwan.
Howarth, P. (1998). The phraseology of learners’ academic writing. In A. Cowie (Ed.), Phraseology: Theory, analysis, and applications (pp. 189-207). Oxford: Oxford University Press. 
Hsu, H. (2004). Senior high school English teachers’ perceptions and opinions of the new English teaching materials and their current usage status in northern Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
Hsu, J. Y. (2006). An analysis of the multiword lexical units in contemporary ELT textbooks. In the 23rd International Conference on English Teaching and Learning in the Republic of China (pp. 363-381). Taipei, Taiwan: Kuan Tang International Publications Ltd.
Hsu, J. Y. (2007). Lexical Collocation and Their Impact on the Online Writing of
Taiwanese College English Majors and Non-English Majors. National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan.
Jaén, M. M. (2007). A Corpus-driven Design of a Test for Assessing the ESL
Collocational Competence of University Students. IJES, 7(2), 127-147.
Kennedy, G. (2003). Amplifier collocations in the British National Corpus: Implications for English language teaching.TESOL Quarterly, 37(3), 467-487.
Keshavarz, M. H. & Salami, H. (2007). Collocational competence and cloze test performance: a study of Iranian EFL learners. International Journal of Applied Linguistics, 17(1), 81-92
Ke, J. (2011). A Study on Semantics of Delexical Verb from Junior High School English Textbooks-The Case of Delexical Verb “Take”. Unpublished master’s thesis, Ming Chuan University, Taipei, Taiwan.
Karami, N., & Shooshtari, Z. G. (2013). Lexical Collocation Instruction and Its Impact on Iranian Non-academic EFL Learners’ Speaking Ability. Journal of Language Teaching and Research, 4(4), 767-776.
Lee, J. (2015). The Repetition of Chunks in Korean Middle School English Textbooks. English Language Teaching, 8(10), 60-75.
Lien, H.Y. (2003). The effects of collocation instruction on the reading comprehension of Taiwan college students. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Pennsylvania.
Lin, J. (2008). An Analysis of Collocation Instruction Which Integrates the Corpora And The Junior High School English Textbooks-The Case of Verb-Noun Collocation. Unpublished master’s thesis, Ming Chuan University, Taipei, Taiwan.
Lin, Y.P. (2002). The Effects of collocation instruction on English vocabulary develpoment of senior high students in Taiwan. Unpublished master’s thesis, National Kaohsiung Normal University, Taiwan, R.O.C.
Liou, H. C., & Chan, T. P. (2005). Effects of Web-based Concordance Instruction
on EFL Students' Learning of Verb – Noun Collocations. Computer
Assisted Language Learning, 18(3), 231-251.
Liu (1999).A study of Chinese culture university freshmen's collocational competence: "Knowledge" as an Example. Hwa Kang journal of English language & literature, 5, 81-99
Liu, D. (2010). Going Beyond Patterns: Involving Cognitive Analysis in the Learning of Collocations. University of Alabama, Tusaclosa, Alabama, United States. TESOL Quarterly 44(1), 4-30.
Mitchell, T.F. (1971). “Linguistic ‘Going on’: Collocations and Other Lexical Matters Arising on the Syntagmatic Record.” Archivum Linguisticum 2, 35-61.
Myers, L. J. & Chang, S. F. (2009). A Multiple-strategy-based Approach to Word and Collocation Acquisition. IRAL, 47, 179-207
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2004). Teaching and Learning Vocabulary. Beijing: Foreign Language Teaching and Research press.
Palmer, H. E. (1933). Second interim report on English collocations. Tokyo: Kaitakusha
Pu, C. H. (2009). The effects of collocation instruction on Taiwanese junior high students' vocabulary learning. Unpublished master’s thesis, Tamkang University, Taipei, Taiwan.
Robins, R. H. (1967). A Short History of Linguistics. London: Longman.
Robins, R. H. (2000). General Linguistics (Ed.4). Beijing: Foreign Language Teaching and Research Press.
Shooshtari, Z. G., & Karami, N. (2013). Lexical Collocation Instruction and Its
     Impact on Iranian Non-academic EFL Learners’ Speaking Ability. Journal of
     Language Teaching and Research, 4(4), 767-776. 
Tseng, F. P. (2002). A Study of the Effects of Collocation Instruction on the Collocational Competence of Senior High School Students in Taiwan. Master Thesis, National Taiwan Normal University, Taiwan.
UÇAR, S., & YÜKSELİR, C. (2015). The Effect of Corpus-based Activities on Verb-Noun Collocations in EFL Classes. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 195-205.
Wallace, M. J. (1982). Teaching Vocabulary. London: Heinemann Educational Books.
Wang, J. H. (2006). A Corpus Study of Verb-Noun Lexical Collocations in Senior High School English Textbooks in Taiwan. Unpublished master’s thesis, National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan.
Wang, J. H., & Good, R. L. (2007). The Repetition of Collocations in EFL Textbooks: A Corpus Study. Paper presented at the International Symposium and Book Fair on English Teaching in the Republic of China
Weng, M. H.(2012). A Study of Collocation in EFL Textbooks Used in Elementary School. Unpublished master’s thesis. National Taipei University of Education, Taipei, Taiwan.
Young, J. M.&Reigeluth, C. M. (1988). Improving the textbook selection process. Bloomington, IN:Phi DeltaKappa Educational Foundation. 

Zhang, X. (1993). English collocations and their effect on the writing of native and
non-native college freshmen. Unpublished doctoral dissertation, Indiana
University of Pennsylvania, Pennsylvania.