本研究旨在探討台灣大學生使用英文補語結構的能力。共有一百五十八位台灣北部四所大學的學生參與本研究。參與者依照外語能力測驗的分數分成三組。本研究的測試工具為七十題的英文補語結構測驗。本研究探討的英文補語結構有三：一為單賓語及物動詞補語結構(monotransitive complementation)，二為雙賓語及物動詞補語結構(ditransitive complementation)，三為複雜的及物動詞補語結構(complex transitive complementation)。本研究結果顯示，學習者使用英文補語結構的能力與其英文程度有正相關性。在三類英文補語結構表現上，受測者在雙賓語及物動詞表現最好，在單賓語及物動詞表現次之，而在複雜的及物動詞表現最差。受測者在英文補語結構異體的(variants)表現上不一，與異體的語法結構複雜度、動詞所允許的補語數量、動詞與其補語結構間語意相關性，以及學習者的語法能力與注意力容納力有關。 The recognition and the use of English complementation is among the most frequent and problematic types of grammatical errors seen in EFL learners. In an attempt to account for the different performance patterns of verb complementation among Taiwanese university students, this study aimed to investigate Taiwanese university learners’ production of English complementation. A total of one hundred and fifty-eight students participated in the study. The students were divided into three groups according to their scores in Foreign Language Proficiency Test. A total of seventy-item test, covering various aspects of verb complementation, was used in the study. Results of the study revealed that there was a positive relationship between the learners’ English proficiency and their competence in producing and using English complementation. In addition, the learners as a whole performed best in ditransitive complementation; second in monotransitive complementation; and worst in complex transitive complementation. But they performed differently in variants of different types of English complementation in accordance with the complexity of the structures, the number of complementation that a verb takes, and the syntactic and semantic categories of a matrix verb. Besides, the learners as a whole performed better in retrospective verbs than in aspectual verbs that allow both to-infinitive and gerund constructions.
