本研究是關於台灣英語學習者搭配詞(collocations)的學習，旨在探討 (1)學習者是否能透過閱讀習得搭配詞 (2)在習得搭配詞之後，學習者是否會自行引申到有語意關聯的搭配詞 (3)同時，是否也會有過度引申的現象發生。
研究對象為95位大一非外語系學生，分為實驗組與控制組。實驗涵蓋72個形容詞-名詞的搭配詞，其中三分之一的搭配詞是用來檢視學習者透過閱讀習得的程度，暫稱為「習得搭配詞」；三分之一為「引申搭配詞」，引申搭配詞與習得搭配詞可兩兩配對，例如：heavy drinker 和 heavy smoker，每一對的名詞在語意上都有所關聯；另外三分之一則為「偽搭配詞」，用以觀察受試者是否會過度引申。實驗過程包含四個階段：前測、閱讀、立即後測與延遲後測。三次測驗中，受試者須判斷各個搭配詞是否可被接受；閱讀材料則是使用了「習得搭配詞」的48個獨立句子。控制組則未閱讀句子，只進行三次的搭配詞判斷，用以檢視測驗的內在效度。
研究結果顯示閱讀的效果顯著，學習者可以自行從句子中習得搭配詞，進而引申到語意相關的搭配詞(例如從heavy drinker引申到heavy smoker)，但卻也伴隨著過度引申形容詞語意的現象。透過閱讀所習得的搭配詞多能留存在長期記憶中，而引申及過度引申在兩週後甚至有增加的趨勢。本研究也探討了特定搭配詞較容易習得、引申與過度引申的可能因素，包括搭配詞的中英文一致性(congruency)、語意的關聯性等。
本研究顯示了閱讀對於搭配詞習得的效用，也揭示了學習者的確在學習搭配詞的過程中會自行引申，然而除了引申到語意相關的搭配詞外，學習者也會過度引申到偽搭配詞。這些研究成果將可作為未來相關研究的基礎。

This study aimed to explore whether learners acquire adjective-noun collocations through exposure, whether they generalize from what they have acquired to like collocations which share close semantic relations, and whether they overgeneralize at the same time.
Ninety five non-English majors participated in the study, divided into an experimental group and a control group. The research items were seventy two adjective-noun collocations/pseudo-collocations, which fell into three categories. “Acquisition collocations” were included to examine learners’ acquisition through exposure. Each acquisition collocation had a corresponding collocation (referred to as “generalization collocation”) whose noun collocate was semantically related (e.g. heavy drinker and heavy smoker). “Pseudo-collocations ” were adopted as indicators of overgeneralization. The participants received a pretest, reading exposure, an immediate posttest and an identical delayed posttest. These tests asked them to judge the collocability of the target collocations/pseudo-collocations. The reading materials consisted of 48 isolated sentences which contained the acquisition collocations. The control group received no treatment but took the three judgment tests, which were administered to examine the internal validity of the tests used.
The results showed that reading exposure had significant effects on learners’ acquisition of collocations. Based on the acquired collocations, learners generalized within the paradigmatic sets of the noun collocates (e.g. from the acquisition collocation heavy drinker to the generalization collocation heavy smoker). Overgeneralization occurred at the same time as a result of the exposure they received; in other words, learners accepted significantly more pseudo-collocations on the posttest than they had accepted on the pretest.
The acquired collocations were significantly retained after a two-week delay. On the other hand, the learners showed even more generalization and overgeneralization two weeks later. Through item analysis, this study also probed into factors such as congruency and perceived semantic relations which might influence the extent of acquisition, generalization, and overgeneralization.
It also showed that learners will generalize from the collocations they are exposed to, correctly accepting semantically related collocations but also wrongly accepting a great many pseudo-collocations. This and other findings of the study can serve as a basis for future research further exploring these issues.

Aitchison, J. (2003). Words in the mind: An introduction to the mental lexicon (3 ed.). Oxford: Blackwell.
Altenberg, B. (1998). On the phraseology of spoken English: the evidence of recurrent word combinations. In A. Cowie (Ed.), Phraseology: Theory, Analysis and Applications (pp. 101-122). Oxford: Oxford University Press.
Bahns, J. (1993). Lexical collocations: A contrastive view. ELT Journal, 47, 56-63.
Bahns, J., & Eldaw, M. (1993). Should we teach EFL students collocations? System, 21, 101-114.
Benson, M., Benson, E., & Ilson, R. (Eds.). (1986) The BBI combinatory dictionary of English: A guide to word combinations. Amsterdam: John Benjamins.
Boers, F., Eyckmans, J., Kappel, J., Stengers, H., & Demecheleer, M. (2006). Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research, 10, 245-261.
Chan, T.-p., & Liou, H.-c. (2005). Effects of web-based concordancing instruction on EFL students' learning of verb-noun collocations. Computer Assisted Language Learning, 18, 231-250.
Channell, J. (1981). Applying semantic theory to vocabulary teaching. ELT Journal, 35, 115-122.
Chen, C., & Truscott, J. (2010). The effects of repetition and L1 lexicalization on incidental vocabulary acquisition. Applied Linguistics, 31, 693-713.
Chen, M.-h. (2008). A study of the English collocation competence of college students in Taiwan. Unpublished master’s thesis, National Taiwan University of Science and Technology, Taipei, Taiwan.
Clark, R. (1974). Performing without competence. Journal of Child Language, 1, 1-10.
Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics, 29, 72-89.
Cowie, A. P., & Howarth, P. (1996). Phraseological competence and written proficiency. In G. M. Blue & R. Mitchell (Eds.), Language and Education (pp. 80-93). Clevedon: Multilingual Matters.
Cruttenden, A. (1981). Item-learning and system-learning. Journal of Psycholinguistic Research, 10, 79-88.
Darvishi, S. (2011). The investigation of collocational errors in university students' writing majoring in English. IPEDR, 18, 52-56.
Davies, M. (2008-). The Corpus of Contemporary American English: 425 million words, 1990-present. Available online at http://corpus.byu.edu/coca/.
Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? IRAL, 47, 157-177.
Durrant, P., & Schmitt, N. (2010). Adult learners' retention of collocations from exposure. Second Language Research, 26, 163-188.
Ellis, N. C. (2003). Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty & M. H. Long (Eds.), Handbook of Second Language Acquisition (pp. 63-103). Oxford: Blackwell.
Elston-Güttler, K. E., & Williams, J. N. (2008). First language polysemy affects second language meaning interpretation: Evidence for activation of first language concepts during second language reading. Second Language Research, 24, 167-187.
Fahim, M., & Vaezi, R. (2011). Investigating the effect of visually-enhanced input on the acquisition of lexical collocations by Iranian intermediate EFL learners: A case of verb-noun lexical collocations. Journal of Language Teaching and Research, 2, 552-560.
Fan, M. (2009). An exploratory study of collocational use by ESL students - A task based approach. System, 37, 110-123.
Farghal, M., & Obiedat, H. (1995). Collocations: A neglected variable in EFL. Applied Linguistics in Language Teaching, 33, 315-331.
Firth, J.R. (1957). A synopsis of linguistic theory, 1930-1955. In Studies in Linguistic Analysis, pp. 1-32. Oxford: Philological Society. Reprinted in F.R. Palmer (ed.), Selected Papers of J.R. Firth 1952-1959, London: Longman (1968).
Fitzpatrick, T., & Izura, C. (2011). Word association in L1 and L2: An exploratory study of response types, response times, and interlingual mediation. Studies in Second Language Acquisition, 33, 373-398.
Gentner, D., & Holyoak, K. J. (1997). Reasoning and learning by analogy. American Psychologist, 52, 32-34.
Gyllstad, H. (2009). Designing and evaluating tests of receptive collocation knowledge: COLLEX and COLLMATCH. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language: Multiple interpretations (pp. 153-170): Palgrave Macmillan.
Howarth, P. (1998). Phraseology and second language proficiency. Applied Linguistics 19, 24-44.
Hussein, R. F. (1990). Collocations: The missing link in vocabulary acquisition amongst EFL learners. In J. Fisiak (Ed.), Papers and studies in contrastive linguistics: The Polish-English contrastive project (Vol. 26, pp. 123-136). Poznan, Poland: Adam Mickiewicz University, & Washington, DC: Center for Applied Linguistics.
Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes, 27, 4-21.
Jiang, N., & Nekrasova, T. M. (2007). The processing of formulaic sequences by second language speakers. The Modern Language Journal, 91, 433-445.
Kennedy, G. (2003). Amplifier collocations in the British National Corpus: Implications for English language teaching. TESOL Quarterly, 37, 467-487.
Laufer, B. (2011). The contribution of dictionary use to the production and retention of collocations in a second language. International Journal of Lexicography, 24, 29-49.
Laufer, B., & Waldman, T. (2011). Verb-noun collocations in second language writing: A corpus analysis of Learners' English. Language Learning, 61, 647-672.
Lennon, P. (1996). Getting 'easy' verbs wrong at the advanced level. International Review of Applied Linguistics in Language Teaching, 34, 23-36.
Leśniewska, J. (2006). Collocations and second language use. Studia Linguistica, 123, 95-105.
Leśniewska, J., & Witalisz, E. (2007). Cross-linguistic influence and acceptability judgments of L2 and L1 collocations: A study of advanced Polish learners of English. EUROSLA Yearbook, 7, 27-48.
Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Boston: Language Teaching Publications.
Liu, D. (2010). Going beyond patterns: Involving cognitive analysis in the learning of collocations. TESOL Quarterly, 44, 4-30.
Marton, W. (1977). Foreign vocabulary learning as problem no.1 of language teaching at the advanced level. Interlanguage Studies Bulletin, 2, 33-57.
McIntosh, A. (1961). Patterns and ranges. Language, 37, 325-337.
McIntosh, C., Francis, B., & Poole, R. (Eds.). (2009). Oxford Collocations Dictionary. [CD-ROM]. USA: Oxford University Press.
Meara, P. (2009). Connected words: Word associations and second language vocabulary acquisition. Amsterdam: John Benjamins.
Nakata, T. (2006). English collocation learning through meaning-focused and form-focused activities: Interactions of activity types and L1-L2 congruence. Paper presented at the The 11th Conference of Pan-Pacific Association of Applied Linguistics.
Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical Phrases and Language Teaching. Oxford: Oxford University Press.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24, 223-242.
Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: John Benjamins.
Pawley, A., & Syder, F. H. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. C. Richards & R. W. Schmidt (Eds.), Language and Communication (pp. 191-227).
Peters, E. (2009). Learning collocations through attention-drawing techniques: A qualitative and quantitative analysis. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language: Multiple interpretations (pp. 194-207). New York: Palgrave Macmillan.
Phoocharoensil, S. (2011). Collocational errors in EFL learners' interlanguage. Journal of Education and Practice, 2, 103-120.
Sadeghi, K. (2009). Collocational differences between L1 and L2: Implications for EFL learners and teachers. TESL Canada Journal, 26, 100-124.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12, 329-363.
Shehata, A. K. (2008). L1 influence on the reception and production of collocations by advanced ESL/EFL Arabic learners of English. Ohio University, Athens.
Sinclair, J. (1966). Beginning the study of lexis. In C. E. Bazell, J. C. Catford, M. A. K. Halliday & R. H. Robins (Eds.), In Memory of J.R. Firth (pp. 410-430).
Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford.
Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Canadian Modern Language Review, 64, 429-458.
Sun, Y.-c., & Wang, L.-y. (2003). Concordancers in the EFL classroom: Cognitive approaches and collocation difficulty. Computer Assisted Language Learning, 16, 83-94.
Tarone, E. (1979). Interlanguage as chameleon. Language Learning, 29, 181-191.
Wang, Y., & Shaw, P. (2008). Transfer and universality: Collocations use in advanced Chinese and Swedish learner English. ICAME Journal, 32, 201-232.
Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28, 46-65.
Webb, S., & Kagimoto, E. (2011). Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning? Applied Linguistics, 32, 259-276.
Wolter, B., & Gyllstad, H. (2011). Collocational links in the mental lexicon and the influence of L1 intralexical knowledge. Applied Linguistics, 32, 430-449.
Wood, D. (2006). Uses and functions of formulaic sequences in second language speech: An exploration of the foundations of fluency. The Canadian Modern Language Review, 63, 13-33.
Yamashita, J., & Jiang, N. (2010). L1 Influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. TESOL Quarterly, 44, 647-668.
Ying, Y., & O'Neill, M. (2009). Collocation learning through an 'AWARE' approach: Learner perspectives and learning process. In A. Barfield & H. Gyllstad (Eds.), Researching collocations in another language: Multiple interpretations (pp. 181-193). New York: Palgrave Macmillan.
Zughoul, M. R., & Abdul-Fattah, H. (2003). Translational collocational strategies of Arab learners of English. Babel, 49, 59-81.
鄭恆雄. (2002). 大學入學考試中心高中英文參考字彙表. 台北: 大學入學考試
中心.
鄭恆雄. (2005). 大學入學考試中心《高中英文參考詞彙表》之編輯方式及原則. 教育研究月刊, 138, 5-17.