本研究計劃探究分析台灣英語系學生在寫作中使用搭配詞的情況。研究目的包含以下四個：（一）探索英語系學生在寫作中常用的搭配詞類型；（二）判斷英語系學生寫作中出現搭配詞的錯誤多寡；（三）分析提供英語系學生出現錯誤的原因和理由；（四）調查英語系學生使用搭配詞情況與其英語水平之間的聯係。本研究招募三十名來自於兩所大學的英語系學生，要求每名學生提供一篇學術論文作爲研究材料。
本研究在分析數據后可得出以下結論：（一）學生寫作中最常使用的搭配詞是語法搭配，最少使用的是習慣用語，分別佔總量為1982個搭配中的1552和6個；（二）學生寫作中最常出現的搭配錯誤是詞匯搭配，佔總量為424個錯誤中的55個，百分比為15.57%；（三）搭配詞錯誤主要來源於母語的負遷移與目標語的複雜性；（四）學生在寫作中使用搭配詞的頻率和種類與其英語水平有關聯。
基於數據分析與討論，本研究為英語教學提出以下建議：（一）在英語教學過程中應提高學生對搭配詞的注意力；（二）英語教師應增加學生搭配詞的輸入量；（三）可以在搭配詞教學過程中應用語料庫；（四）可以采用雙語形式教授搭配詞。

This thesis is intended to examine the collocation patterns in Taiwanese English majors’ writings, categorize the types of errors, provide plausible causes of these errors, and investigate the correlation between students’ use of collocations and their general language proficiency. 30 students from two universities in Taiwan are recruited and required to provide an academic writing. After analyzing the data, the thesis has the following findings: (1) The most and least frequently used collocations in students’ writings are grammatical collocations and idiomatic expressions, with 1552 and 6 respectively in a total number of 1982 collocations. (2) Lexical collocations are the type where students produce the most collocational errors in their writings, with 55 errors out of 424 in sum, and the percentage being 15.57%. (3) Collocational errors result mainly from negative transfer from the native language and complexity of the target language. (4) Students’ use of collocations (frequency and variety) in the writings is related to their general language proficiency.
Based on findings and discussion, the thesis has the following implications for language pedagogy: (1) Students’ consciousness of collocations should be raised. In the process of teaching and self-learning. (2) Teachers should enhance the input of collocations. (3) Language corpora should be employed in collocation instruction. (4) Collocations should be taught with bilingual focus.

摘要 i
Abstract ii
Acknowledgements iii
List of Tables vii
List of Figures viii
Chapter One Introduction 1
1.1 Background of the Study 1
1.2 Purpose and Significance of the Study 2
1.3 Structure of the Thesis 4
Chapter Two Literature Review 5
2.1 Definitions of Collocation 5
2.2 Classifications of Collocation 6
2.3 Empirical Studies on Collocations 11
2.3.1 Studies Related to Measurement of Collocational Knowledge 12
2.3.2 Studies Related to Analysis of Collocational Errors 16
2.3.3 Studies Related to Strategies in Dealing with Collocations 19
2.3.4 Studies Related to Correlation between Collocational Knowledge and Language Proficiency 22
2.4 The Gap between the Current Research and Previous Studies 25
Chapter Three Methodology 26
3.1 Research Design 26
3.2 Participants and Materials 26
3.2.1 Participants 26
3.2.2 Materials 27
3.3 Data Collection and Analysis 28
Chapter Four Results and Discussion 30
4.1 Results 30
4.1.1 Results of Research Question One 30
4.1.2 Results of Research Question Two 33
4.1.3 Results of Research Question Three 36
4.1.4 Results of Research Question Four 43
4.2 Discussion 48
4.2.1 Types of Collocations 49
4.2.2 Types and Causes of Collocational Errors 51
4.2.3 The Role of General Language Proficiency 55
4.3 Summary 59
Chapter Five Pedagogical Implications 60
5.1 Raising Students’ Awareness of Collocations 60
5.2 Enhancing Students’ Input of Collocations 61
5.3 Using Corpora in Collocation Instruction 63
5.4 Instructing Collocations with Bilingual Focus 64
5.5 Summary 67
Chapter Six Conclusion 68
6.1 Concluding Remarks 68
6.2 Limitations of the Study 70
References 72
Appendix 77

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