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研究生:陳玫樺
研究生(外文):Mei-Hua Chen
論文名稱:台灣地區大學生英文字詞搭配能力之研究
論文名稱(外文):A Study of the English Collocation Competence of College Students in Taiwan
指導教授:林茂松林茂松引用關係
指導教授(外文):Maosung Lin
學位類別:碩士
校院名稱:國立臺灣科技大學
系所名稱:應用外語系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:133
中文關鍵詞:字詞搭配字詞搭配錯誤學習背景學習方式
外文關鍵詞:collocationmiscollocationlearning backgroundlearning styles
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本研究之目的是以受試者的字詞搭配能力與其大學入學測驗英文科成績之關係、受試者的學習背景和學習方式與字詞搭配能力之關係,以及字詞搭配錯誤的類別和原因三個面向,來探究台灣地區大學生英文字詞搭配能力。
本研究所採用的樣本為台灣地區三所大學:一所國立大學、一所國立科技大學及一所私立大學的大一非英語系學生,共440人參與本項研究。本研究使用由研究者所設計的選擇題及問卷進行調查:(1)測驗部分為三大類字詞搭配共50題,用以與其大學入學考試成績(學科能力測驗、指定科目考試及統一入學測驗成績)進行比較,以檢視學生的字詞搭配能力及分析學生較易出現的字詞搭配錯誤類別,(2)問卷部分作為調查學習背景及學習方式對字詞搭配能力之影響及關聯性,同時調查參與者的大學入學測驗英文科成績,俾能與上述測驗部分之結果交叉比對,探討兩者之關連。
本研究之結果顯示台灣大學生的大學入學測驗英文科成績較高者,字詞搭配能力測驗的表現亦較佳,由此可知字詞搭配能力是英文能力重要的一環;再者,學習背景及學習方式對字詞搭配能力有關;然整體而言,台灣大學生的字詞搭配能力仍顯不足。另受試者於問卷中表示介係詞及動詞為最困難的詞性,其意見與受試結果相符;又動詞與名詞的字詞搭配為較明顯的語義字詞搭配錯誤(lexical collocation error),名詞與介係詞的字詞搭配則為較明顯的語法字詞搭配錯誤(grammatical collocation error)。字詞搭配錯誤的原因主要為來自母語的負向移轉(L1 transfer)、過度推論(overgeneralization)及同義字的誤用(misapplication of synonyms)。
本研究結果建議多使用字詞搭配字典及背記片語等方式來提升英語學習者的字詞搭配能力,並建議英語教師們提升學生對字詞搭配重要性的認知及提醒學生學習字彙時應多注意正確的字詞搭配。
This study aims to comprehensively investigate the collocation competence of advanced EFL learners in Taiwan. A total of 440 first-year non-English major university students participated in this study, 85 were involved in the pilot study and 355 were involved in the main study. The participants’ collocation competence was assessed by comparing their performance of a 50-item multiple-choice collocation test consisting of grammatical and lexical collocations with their English subject scores on the College Entrance Examination. The questionnaire was used to scrutinize the influence of the English learning experience including learning background and learning styles on their collocation competence. Last, the common collocation errors were analyzed and the major factors in miscollocations were identified.
The results showed that the participants did not demonstrate sufficient collocation knowledge. In addition, the results illustrated a significantly positive relationship between the participants’ achievement in the collocation test and their English subject scores on the college entrance examination, suggesting that collocation competence is an important aspect of language proficiency. Moreover, learning background and learning styles had significant effects on collocation competence. The findings also suggested that V + N collocation is the most demanding lexical collocation, whereas N + Prep. collocation is the most challenging grammatical collocation for the participants in the present study. The results correspond to the participants’ opinions and their scores on the collocation test. The results also suggested that L1 transfer, overgeneralization, and misapplication of synonyms were the contributing factors in collocation errors.
The study suggests that collocation dictionaries are highly recommended and that memorizing chunks or phrases rather than individual words may accumulate and consolidate EFL learners’ collocation knowledge. Last but not least, EFL teachers play a significant role in helping their students in collocation competence development. Teachers should introduce their students to the concept of collocation and concentrate learners’ attention on proper word combinations.
中文摘要 i
ABSTRACT iii
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF FIGURES xi

CHAPTER ONE INTRODUCTION 1
1.1 Background and Motivation 1
1.2 Problems of the Study 2
1.3 Purposes of the Study 5
1.4 Significance of the Study 6
1.5 Research Questions 7
1.6 Definition of Terms 8
1.7 Summary and Organization of the Thesis 10

CHAPTER TWO LITERATURE REVIEW 12
2.1 The Notion of Collocation 12
2.1.1 Definitions of Collocation 12
2.1.2 Categories of Collocation 15
2.2 Collocation and Language Proficiency 21
2.2.1 Factors Influencing Performance in Collocation 22
2.2.2 Testing Collocation Competence 24
2.2.3 English Learning Experience and Language Proficiency 26
2.3 Empirical Studies on Collocation 27

CHAPTER THREE METHODOLOGY AND PROCEDURES 35
3.1 Research Hypotheses 35
3.2 Participants 38
3.2.1 Pilot Study 38
3.2.2 Main Study 38
3.3 Instruments 40
3.3.1 Multiple-choice Test 40
3.3.1.1 Collecting Collocation Sentences 41
3.3.1.2 Integrating the Categories of Collocation Sentences 44
3.3.2 Questionnaire 46
3.4 Data Collecting Procedures 48
3.4.1 Pilot Study 48
3.4.2 Main Study 49
3.5 Data Analysis 50

CHAPTER FOUR RESULTS AND DISCUSSION 51
4.1 Results and Discussion of Research Question 1 51
4.1.1 Results and Discussion of Correlations between Collocation Competence and English Subject Scores on the College Entrance Examination 52
4.1.2 Results and Discussion of Participants’ Overall Performance in the Collocation Test 55
4.2 Results and Discussion of Research Question 2 58
4.2.1 Results and Discussion of Correlations between Collocation Competence and Learning Background 58
4.2.2 Results and Discussion of the Correlations between Collocation Competence and Learning Styles 66
4.2.2.1 Active Learning 68
4.2.2.2 Passive Learning 73
4.2.2.3 Perception of Collocation 75
4.3 Results and Discussion of Research Question 3 81
4.3.1 Results and Discussion of Common Collocation Errors in the Verb Subtest 83
4.3.2 Results and Discussion of Common Collocation Errors in the Adjective Subtest 90
4.3.3 Results and Discussion of Common Collocation Errors in the Preposition Subtest 93
4.3.4 Summary 97

CHAPTER FIVE CONCLUSIONS 100
5.1 Major Findings 100
5.2 Pedagogical Implications 103
5.3 Limitations of the Study and Suggestions for Future Research 106

REFERENCES 108
APPENDICES 119
Appendix A: Collocation Test 119
Appendix B: Questionnaire in English 122
Appendix C: Questionnaire in Chinese 125
Appendix D: T Test Results of Learning Background 128
Appendix E: The Percentages of Participants’ Responses to Learning Styles 132
LIST OF TABLES
Table 1.1 Brief Introduction to the College Entrance Examination in Taiwan 9
Table 2.1 Lexical Collocations Categorized by Benson et al. (1997) 18
Table 2.2 Grammatical Collocations Categorized by Benson et al. (1997) 18
Table 2.3 19 Patterns of the G8 Collocation Type 19
Table 2.4 Comparisons and Analyses of Ten Empirical Studies 28
Table 3.1 Number of the Participants in the Pilot Study and in the Main Study 39
Table 3.2 Number of Different Categories of 213 Collocation Sentences 42
Table 3.3 Number of Different Levels of Lexicons in the Different Versions 43
Table 3.4 Integrated Categories in the Pilot Test and the Main Test 46
Table 3.5 Schedule of Administering the Collocation Test and the Questionnaire 48
Table 4.1 Number of Participants Taking Different College Entrance Examination 53
Table 4.2 Correlation between Participants’ Collocation Competence and Their English Subject Scores on the College Entrance Examination 54
Table 4.3 Overall Performance of Participants across Universities in the Collocation Test 56
Table 4.4 Effects of Learning Background on Collocation Test 60
Table 4.5 The Starting Age of English Learning 62
Table 4.6 The Frequency of Extracurricular English Learning 63
Table 4.7 The Experience of Having Received Instruction from NSTs 64
Table 4.8 Effects of Learning Styles on Collocation Test 68
Table 4.9 Percentage and Types of Collocation Errors in the Verb Subtest 85
Table 4.10 Simple Definitions of Suit, Fit, and Match 90
Table 4.11 Percentage and Types of Collocation Errors in the Adjective Subtest 92
Table 4.12 Percentage and Types of Collocation Errors in the Preposition Subtest 95

LIST OF FIGURES
Figure 2.1 Classification of collocations proposed by Benson et al. (1997) 17
Figure 3.1 Conceptual framework of the present study. 36
Figure 4.1 Line graph of overall performance of participants across universities in the 57
Figure 4.2 Comparison between participants’ collocation test scores and their perception of difficulty on three lexical categories. 58
Figure 4.3 Relationship between preference for dictionaries and collocation competence. 69
Figure 4.4 Relationship between awareness of word combinations when looking up words in dictionaries and collocation competence. 71
Figure 4.5 Relationship between the habit of memorizing phrases or chunks when learning new English words and collocation competence. 72
Figure 4.6 Relationship between L1 Reliance in L2 communication and collocation competence. 73
Figure 4.7 Relationship between English teachers’ advice on appropriate word combinations and collocation competence. 74
Figure 4.8 Relationship between the experience in which participants’ collocation errors have been corrected in conversation or writing and collocation competence. 76
Figure 4.9 Relationship between difficulty in applying certain appropriate word combinations in conversation or writing and collocation competence. 77
Figure 4.10 Relationship between participants’ perception on the difficulty of the test and their collocation competence. 78
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