本文是一篇探討台灣的大學生英語詞語搭配能力與學習英語時所使用語言學習策略，兩者之間關係的碩士論文。研究方法以事件相關腦電位技術來區分不同科系大學生的英語詞語搭配能力，以實驗結果得之數值來區分受試者高、中、低三種分數之組別，並針對英語詞語搭配高能力組(H)與英語詞語搭配低能力組(L)所使用的語言學習策略進行對照，尋找其學習者策略使用之差異。
在26位受試者參與完實驗後，得之結果發現，兩組在策略使用頻率上記憶策略相同，情意策略是低能力組(L)比高能力組(H)高，認知策略、後設認知策略、社交策略及補償策略是高能力組(H)比低能力組(L)高；又以獨立樣本T檢定比較六大策略裡六十二項子策略，發現高能力組(H)使用頻率高於低能力組(L)的六個子策略中，達顯著差異（p＜0.05）的有五個，分別為演繹理解、分析措辭、作筆記、編寫語言任務學習計畫、發展文化理解，達極顯著差異（p＜0.001）的有一個，確認語言課業的目的。
本研究所得之結果，是以如何精準、流利使用英語為目的去測量詞語搭配能力，提供學習者學習英語時使用適合的語言學習策略為本文之貢獻，協助學習者針對詞語搭配能力上的不足，調整平時學習英語時對於語言學習策略的應用。

The term “language learning strategies” means the thoughts and actions that are adopted by the language learners to help them to learn a language efficiently. The im-portance of language learning strategies can hardly be overestimated.
The purpose of this study is to examine the relations between the use of some certain language learning strategies and their performance in detecting second lan-guage collocations, since there has been a considerable increase of research concerned with collocation in second language acquisition in recent years.
The ERP (event-related potentials) experiment serves appropriately as the basis for a study of collocation ability. The study differentiates the 26 participant in to 3 groups, based on their ERP responses in the collocation test. The findings of this study, albeit tentatively, suggest that the following language learning strategies, analyzing expressions, developing cultural understanding, identifying the purpose of a language task, planning for a language task, reasoning deductively, and taking notes, signifi-cantly connect to better performance of the Chinese learners in English collocation test.
The results show a clear relationship between the command in second language collocations and their language learning strategies. That offers profound insights into the cultures of learning. It would be beneficial to test on larger and different popula-tions in future research.

第一章 緒論 1
1.1 研究背景 1
1.2 研究動機 3
1.3 研究問題 6
1.4 名詞解釋 7
1.5 論文架構 8
第二章 文獻回顧 9
2.1 學習策略相關研究 9
2.1.1 語言學習策略之相關研究 11
2.1.2 詞彙學習與語言學習策略之相關研究 16
2.2 詞語搭配相關研究 17
2.2.1 測量詞語搭配能力之相關研究 17
2.2.2 詞語搭配和N400 19
2.2.2.1 事件相關腦電位ERPs 23
2.2.2.2 語義促發之腦波相關研究 25
第三章 研究方法 29
3.1 語言學習策略問卷編製與流程 29
3.2 ERPs實驗方法 31
3.2.1 ERPs實驗目的 31
3.2.2 受試者 32
3.2.3 語料設計 33
3.2.4 實驗流程 35
3.2.5 實驗儀器設定 36
3.2.6 實驗資料處理 37
3.2.7 統計分析 39
第四章 結果與討論 40
4.1 研究發現 40
4.1.1 受試者詞語搭配情境數值結果 40
4.1.2 受試者學習策略頻率使用分析 43
4.2 綜合討論 54
4.2.1 H組及L組使用頻率高與使用頻率低策略之比較 54
4.2.1.1 H組及L組使用頻率高策略之討論 56
4.2.1.2 H組及L組使用頻率低策略之討論 58
4.2.2 H組及L組六十二項策略之t檢定 59
第五章 結論與建議 65
5.1 結論 65
5.2 研究貢獻 68
5.3 研究限制 69
5.4 未來研究建議 70
5.1.1 受試者類型 71
5.1.2 受試者人數 71
5.1.3 實驗設計 71
5.1.4 研究方法 72
5.1.5 研究結果 72
參考文獻 73
附錄一 大學生學習英語之語言學習策略問卷調查 84
附錄二 實驗語料 88
附錄三 受試者基本資料 91
附錄四 高能力組受試者之N400腦電波圖 92
附錄五 低能力組受試者之N400腦電波圖 110

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