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題名 國中英語動詞-名詞搭配詞之探索性教學研究：教材分析與教師教學實務
An Exploratory Study on the Teaching of VN Lexical Collocations in Junior High School: Textbook Analysis and Teaching Practice作者 蔡易樺
Tsai, Yi-Hua貢獻者 招靜琪
Chao, Chin-Chi
蔡易樺
Tsai, Yi-Hua關鍵詞 搭配詞
動詞-名詞搭配詞
語料庫
國中英語教學
國中英語教科書分析
教師問卷調查
Collocation
Verb-noun collocation
Corpus
Junior high school English teaching
Analysis of junior high school English textbooks
Teacher questionnaire日期 2026 上傳時間 2-二月-2026 14:32:09 (UTC+8) 摘要 本研究以 Morton Benson 等學者之搭配詞分類為理論基礎，聚焦動詞-名詞（verb-noun）搭配，並以《BBI Combinatory Dictionary of English》（第三版）為參考資料庫，分析108課綱下三套國中英語教科書中動詞-名詞搭配詞的分布情形。同時，透過教師問卷調查，探討第一線英語教師在現行教科書架構下，實施動詞-名詞搭配詞教學的方式與挑戰，以提供教材編輯與詞彙教學之參考。 研究方法包含教科書內容分析與教師問卷調查。內容分析依據 Benson 等人之搭配詞分類，統計三套國中英語教科書中動詞-名詞搭配詞之密度、多樣性與重複性，並進行跨版本比較；問卷部分則蒐集 44 位英語教師的回應，涵蓋其教學實踐、重要性認知與教學困境。 研究結果顯示，三套教科書中以 H 版本所收錄之動詞-名詞搭配詞在數量與多樣性上表現最佳，其次為 K 版本，N 版本則相對不足。然而，整體搭配詞的呈現仍明顯低於 BBI 3 所反映的實際語言使用情形。此結果可能與國中階段英語教材偏重基礎語言能力培養，以及搭配詞未被教師視為主要教學目標有關。此外，部分教師可能隱性地進行搭配詞教學，而未意識其所教授內容具搭配詞性質。 問卷結果顯示，儘管教科書中動詞-名詞搭配詞的呈現有限，多數教師仍能透過專業判斷與多元教學策略，將搭配詞教學有效融入課堂活動中，彌補教材之不足。 綜合而言，現行國中英語教科書在動詞-名詞搭配詞的頻率與多樣性上仍有提升空間。未來教材編寫宜更有系統地強化搭配詞的語境呈現，並循序引入不同難度之搭配詞；英語教師亦可持續於課堂中深化搭配詞教學，以促進學生自然且流暢的詞彙運用能力。
This study investigates the distribution of verb-noun collocations in three junior high school English textbooks compiled under Taiwan’s 2019 Curriculum Guidelines. Using Morton Benson et al.’s collocational classification as the conceptual framework and the BBI Combinatory Dictionary of English (3rd edition) as the reference corpus, the study analyzed the density and variety of verb-noun collocations across the three textbook versions. A questionnaire was administered to 44 English teachers to explore their instructional practices and challenges in teaching collocations. Content analysis revealed that Version H contained the highest number and greatest diversity of verb-noun collocations, followed by Versions K and N. Nevertheless, compared with BBI-3, all textbooks showed a significant gap in both quantity and range. The findings suggest that textbook content at the junior high level remains basic and that collocations are often not a primary design focus. Some teachers may teach collocations implicitly without recognizing their collocational nature. Questionnaire results indicated that despite textbook limitations, teachers flexibly integrate collocation instruction into classroom activities, drawing on their professional experience and creativity. These results highlight the essential role of teachers in compensating for textbook deficiencies and fostering students’ lexical competence. It is recommended that textbook editors increase the frequency and contextual variety of collocations and that teachers continue to embed collocation practice within diverse reading materials to enhance learners’ fluency and vocabulary use.參考文獻 Aisenstadt, E. (1979). Collocability restrictions in dictionaries. ITL- International Journal of Applied Linguistics 45/46, 71-74. Aisenstadt, E. (1981). Restricted collocations in English lexicology and lexicography. ITL- International Journal of Applied Linguistics 53, 53-61. Altun, H. (2021). 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國立政治大學
英語教學碩士在職專班
104951020資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104951020 資料類型 thesis dc.contributor.advisor 招靜琪 zh_TW dc.contributor.advisor Chao, Chin-Chi en_US dc.contributor.author (作者) 蔡易樺 zh_TW dc.contributor.author (作者) Tsai, Yi-Hua en_US dc.creator (作者) 蔡易樺 zh_TW dc.creator (作者) Tsai, Yi-Hua en_US dc.date (日期) 2026 en_US dc.date.accessioned 2-二月-2026 14:32:09 (UTC+8) - dc.date.available 2-二月-2026 14:32:09 (UTC+8) - dc.date.issued (上傳時間) 2-二月-2026 14:32:09 (UTC+8) - dc.identifier (其他 識別碼) G0104951020 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/161521 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英語教學碩士在職專班 zh_TW dc.description (描述) 104951020 zh_TW dc.description.abstract (摘要) 本研究以 Morton Benson 等學者之搭配詞分類為理論基礎，聚焦動詞-名詞（verb-noun）搭配，並以《BBI Combinatory Dictionary of English》（第三版）為參考資料庫，分析108課綱下三套國中英語教科書中動詞-名詞搭配詞的分布情形。同時，透過教師問卷調查，探討第一線英語教師在現行教科書架構下，實施動詞-名詞搭配詞教學的方式與挑戰，以提供教材編輯與詞彙教學之參考。 研究方法包含教科書內容分析與教師問卷調查。內容分析依據 Benson 等人之搭配詞分類，統計三套國中英語教科書中動詞-名詞搭配詞之密度、多樣性與重複性，並進行跨版本比較；問卷部分則蒐集 44 位英語教師的回應，涵蓋其教學實踐、重要性認知與教學困境。 研究結果顯示，三套教科書中以 H 版本所收錄之動詞-名詞搭配詞在數量與多樣性上表現最佳，其次為 K 版本，N 版本則相對不足。然而，整體搭配詞的呈現仍明顯低於 BBI 3 所反映的實際語言使用情形。此結果可能與國中階段英語教材偏重基礎語言能力培養，以及搭配詞未被教師視為主要教學目標有關。此外，部分教師可能隱性地進行搭配詞教學，而未意識其所教授內容具搭配詞性質。 問卷結果顯示，儘管教科書中動詞-名詞搭配詞的呈現有限，多數教師仍能透過專業判斷與多元教學策略，將搭配詞教學有效融入課堂活動中，彌補教材之不足。 綜合而言，現行國中英語教科書在動詞-名詞搭配詞的頻率與多樣性上仍有提升空間。未來教材編寫宜更有系統地強化搭配詞的語境呈現，並循序引入不同難度之搭配詞；英語教師亦可持續於課堂中深化搭配詞教學，以促進學生自然且流暢的詞彙運用能力。 zh_TW dc.description.abstract (摘要) This study investigates the distribution of verb-noun collocations in three junior high school English textbooks compiled under Taiwan’s 2019 Curriculum Guidelines. Using Morton Benson et al.’s collocational classification as the conceptual framework and the BBI Combinatory Dictionary of English (3rd edition) as the reference corpus, the study analyzed the density and variety of verb-noun collocations across the three textbook versions. A questionnaire was administered to 44 English teachers to explore their instructional practices and challenges in teaching collocations. Content analysis revealed that Version H contained the highest number and greatest diversity of verb-noun collocations, followed by Versions K and N. Nevertheless, compared with BBI-3, all textbooks showed a significant gap in both quantity and range. The findings suggest that textbook content at the junior high level remains basic and that collocations are often not a primary design focus. Some teachers may teach collocations implicitly without recognizing their collocational nature. Questionnaire results indicated that despite textbook limitations, teachers flexibly integrate collocation instruction into classroom activities, drawing on their professional experience and creativity. These results highlight the essential role of teachers in compensating for textbook deficiencies and fostering students’ lexical competence. It is recommended that textbook editors increase the frequency and contextual variety of collocations and that teachers continue to embed collocation practice within diverse reading materials to enhance learners’ fluency and vocabulary use. en_US dc.description.tableofcontents ACKNOWLEDGEMENTS ⅲ CHINESE ABSTRACT iv ABSTRACT vi TABLE OF CONTENTS viii CHAPTER ONE INTRODUCTION 1.1 Background and Context of the Study 1 1.2 Rationale and Motivation of the Study 2 1.3 Purposes of the Study 4 1.4 Significance of the Study 5 CHAPTER TWO LITERATURE 2.1 English Textbooks Evaluation 6 2.1.1 English Textbooks Evaluation in Taiwan 8 2.1.2 English Textbooks Evaluation on Lexical Collocations in Taiwan 9 2.2 Overview of Collocations 12 2.2.1 Classification of Collocations 15 2.3 Studies on Collocations 18 2.3.1 Collocations in Vocabulary Learning 18 2.3.2 Collocations and Language Learning 19 2.3.3 Collocations and English Teaching 21 2.3.4 The Ability of EFL Learners in Collocations in Taiwan 23 2.4 Classroom Teachers’ Instruction of VN Collocations 26 CHAPTER THREE METHODOLOGY 3.1 Materials of the Study 30 3.1.1 Coding Procedure 32 3.1.2 Instrument for the Textbook Evaluation 34 3.1.3 Data Analysis 36 3.1.3.1 Formal Item Analysis 36 3.1.3.2 Analysis of the Coded Data 38 3.1.3.3 Inter-Rater Reliability Methods 38 3.1.3.4 Criteria for the Coding 39 3.2 The Questionnaire for Teachers 41 3.2.1 The Rationale 41 3.2.2 The Questionnaire 42 3.2.3 The Questionnaire Respondents 42 3.2.4 Data Analysis for the Questionnaire 45 CHAPTER FOUR RESULTS 4.1 Collocational Profiles of the Textbooks 46 4.1.1 Density of the Collocations 47 4.1.2 Diversity of the Collocations 49 4.1.3 Intersection of the Collocations 50 4.2 Results from the Questionnaire 53 4.2.1 The Questionnaire Results 53 4.2.2 The Qualitative Results 55 4.3 Collocation Learning and Teaching 65 CHAPTER FIVE DISCUSSION 5.1 Major Findings of the Present Study 68 5.1.1 Density, Diversity and Repetition of VN Types in Each Textbook of the Three (RQ1) 69 5.1.2 In-service English Teachers’ Perspectives on Teaching VN Collocations(RQ 2) 71 5.2 Discussion of the Results and Previous Related Studies 72 5.2.1 The Analysis Findings in Relation to Existing Literature 72 5.2.2 The Questionnaire Findings in Relation to Existing Literature 75 CHAPTER SIX CONCLUSION 6.1 Summary of the Study and Major Findings 78 6.2 Pedagogical Implications 79 6.3 Limitations of the Research and Suggestions for Future Study 82 REFERENCES 85 APPENDIX APPENDIX A: Purpose-Built Collocation List 103 APPENDIX B: Coding Process of the H Series 104 APPENDIX C: Coding Process of the K Series 109 APPENDIX D: Coding Process of the N Series 113 APPENDIX E: Non-Intersected VN Types in Each Series 117 APPENDIX F: Intersected VN Types in Textbooks in Pairs 122 APPENDIX G: Intersected VN Types in All Textbook Series 125 APPENDIX H: The Light Verbs Shown in Each Material 130 APPENDIX I: Frequencies of VN Types that Meet the Standard 132 APPENDIX J: The Online Teacher Questionnaire 135 zh_TW dc.format.extent 18912758 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104951020 en_US dc.subject (關鍵詞) 搭配詞 zh_TW dc.subject (關鍵詞) 動詞-名詞搭配詞 zh_TW dc.subject (關鍵詞) 語料庫 zh_TW dc.subject (關鍵詞) 國中英語教學 zh_TW dc.subject (關鍵詞) 國中英語教科書分析 zh_TW dc.subject (關鍵詞) 教師問卷調查 zh_TW dc.subject (關鍵詞) Collocation en_US dc.subject (關鍵詞) Verb-noun collocation en_US dc.subject (關鍵詞) Corpus en_US dc.subject (關鍵詞) Junior high school English teaching en_US dc.subject (關鍵詞) Analysis of junior high school English textbooks en_US dc.subject (關鍵詞) Teacher questionnaire en_US dc.title (題名) 國中英語動詞-名詞搭配詞之探索性教學研究：教材分析與教師教學實務 zh_TW dc.title (題名) An Exploratory Study on the Teaching of VN Lexical Collocations in Junior High School: Textbook Analysis and Teaching Practice en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Aisenstadt, E. 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