外語學習者使用含輕動詞Have，Make，Take之「詞彙搭配詞」的研究

EFL Learners’ Use of Lexical Collocations Involving the Light Verbs Have, Make, and Take

英文的輕動詞是一種特殊類型的動詞，語法上必頇與名詞連用，其主要語義亦由該名詞提供。外語學習者因不熟悉含英文輕動詞之「詞彙搭配詞」的語言特質，在使用該類搭配詞時頗感困難。本文旨在探討外語學習者使用含輕動詞have，make，take之「詞彙搭配詞」的能力。受測者為兩百名就讀臺灣北部幾所大學的學生，依其英文程度，分為三組。研究問卷為四十三題標的「詞彙搭配詞」的翻譯，每一「詞彙搭配詞」均含有一個輕動詞have，make，take及一個名詞受詞。研究結果顯示，受測者在寫出含輕動詞have，make，take之「詞彙搭配詞」的成績表現上有顯著差異：整體而言，受測者在寫出含輕動詞have這類「詞彙搭配詞」時得分最高；在寫出含輕動詞make這類「詞彙搭配詞」時得分最低。進一步的研究分析發現，受測者的表現受到若干英語和母語的影響；其中，在含輕動詞make這類「詞彙搭配詞」中，輕動詞have及take被「過度類化」而誤用是一主要原因；而含輕動詞have及take之「詞彙搭配詞」中之冠詞，受母語之影響產生正遷移現象是另一重要原因。研究結果亦顯示，受測者在寫出標的「詞彙搭配詞」的表現型態上不盡相同：英文程度最好的一組受測者，在寫出含輕動詞have這類「詞彙搭配詞」時表現最好；在寫出含輕動詞make這類「詞彙搭配詞」時表現最差；英文程度較差的兩組受測者，在寫出含輕動詞take這類「詞彙搭配詞」時表現最好；在寫出含輕動詞have這類「詞彙搭配詞」時表現最差。從三組學生之表現型態，可推測外語學習者對標的「詞彙搭配詞」之習得順序：含輕動詞take之「詞彙搭配詞」可能是習得最早的；含輕動詞make之「詞彙搭配詞」可能是習得最慢的；而含輕動詞have之「詞彙搭配詞」，其發展速度可能是最快的。

English light verbs are a category of verbs that occur in V+N forms where the primary sense of the light verb is provided by the noun. As EFL learners are not familiar with the linguistic properties of the lexical collocations (LC) of English light verbs, they seem to have great difficulty using this type of LC. This study investigates EFL learners' competence in using LC that involve the light verbs have, make, and take. The participants were two hundred students from several universities in northern Taiwan. After they were divided into three groups according to their English proficiency, they were required to complete a lexical collocation translation test. The test contained forty-three questions on the target LC, each containing a light verb have, make, or take, and a noun object. The results of the study showed that there were differences in learners' performance of the target LC. Learners as a whole scored highest in LC of have and lowest in LC of make. A number of first and second language influences could have an impact on learners' performance. Overgeneralization in the use of light verbs have and take in the LC of make was one major reason; the positive transfer or interference from learners' first language in the use of articles in the LC of have and take was another. In terms of the performance pattern, the highest proficiency group scored best in LC of have, second in LC of make, and third in LC of take; whereas the lower proficiency groups scored best in LC of take, second in LC of have, and third in LC of make. The different performance patterns of the three groups revealed possible information of the acquisition order of the target LC: LC of take might be the subtype that was acquired earliest; LC of make could be the subtype that was developed most slowly; and LC of have might be the subtype that was acquired most quickly.