字彙在英語教學上佔有重要地位。因為字彙中的形式、語意和功能用法非屬於一對一之關係，所以常會造成學習者使用上的困擾，進而阻礙溝通。此篇論文主要在探討學習者對於語意之使用情形，希望可以找出以中文為母語的學習者在形式-語意連結上的共通點和所遵循的規則，以及連結背後之影響因素。

在方法上，因為強調學習者的真實使用情形，故以task填寫的方式進行語料蒐集。以同時程的研究方法來尋求同樣母語背景學習者之interlanguage共同特色。動詞因為在句子中佔有重要地位，故此研究以動詞為例來深入做探討。而選用bring, get, give, make, take等五個動詞，乃因為其出現頻率高、搭配性高，且部分語意互通之特性。task的設計則是藉助英語為母語者之語料庫，從中蒐集高頻率的語意和搭配詞等，加上國立編譯館前四冊課本之資料，來融入task的設計。受試者為台北地區中等程度學校之高三學生。採用英語在校成績、英語自我評鑑、英語程度測驗等標準，將受試者做英語能力上的分類，以便更清楚區分不同造成語意使用表現之影響變因。個人資料表也提供了受試者的基本英語背景、對英語字彙學習之看法，供做背景與表現之研究。

研究結果顯示，在受試者當中存在一個對該五個動詞使用上的偏好順序。此結果證明同樣母語的英語學習者的確有共享之interlanguage知識特點。從四個task的表現，可看出搭配詞的使用、上下文的語意推測是學習者表現不佳之處。而英語程度較高、來自社會組、來自較高排名之學校的受試者，會有較佳的語意使用表現。另一個結果顯示，出現頻率、核心語意和母語轉借為影響形式-語意連結的三個重要因素。而學習者因為程度不同，也會有不同之遵循規則。如程度較高的學習者偏重在英語的知識上，出現頻率和核心語意會互相競爭，成為影響學習者語意正確使用的最重要因素。程度較低的學習者則偏重在中文的知識上，即把母語知識轉借到英語的使用上。而且不同程度學習者表現出英語學習發展上不同的階段和歷程，程度越高的學習者，其英語上的知識越接近以英語為母語者。此外，在此研究中，開始學習英語的年紀和學習時間長短並非主要影響學習者語意使用表現之因素。喜愛英語及對自身英語有較高自信的學習者相對的有較佳的語意使用表現。而在英語字彙學習上，學習者一般仍注意字彙本身的形式，如拼字、發音，多於字彙之豐富語意及使用。雖然較多的學習者在用英語表達時，偏好先在中文中找到合適的字再轉換成相當的英文接在英語中找到合適的字來表達的學習者有較好之語意使用表現。

最後，把研究分析所得之結果，運用在教學活動上。透過語料庫的使用和語意網路圖的呈現，期望能進一步釐清語意之間的關係，也加強學習者對語意的正確使用。

As Wilkins (1972) states that "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed" (p.111), vocabulary plays an important role in the learning of a foreign language. However, the form, meaning, and function of vocabulary is not of a one-to-one correspondence. The mismapping often leads to misunderstanding and blocks communication. The study tries to explore how English learners in Taiwan manipulate the form-meaning mapping, and what the factors are to influence the mapping.

From the aspects of lexical meaning, frequency, collocation, and L1 transfer, verbs are given as an example to be investigated from both the on-line corpus of native speakers, BOE, and the corpus of Chinese learners of English, obtained from four well-designed tasks. The five verbs selected are common and frequently used, but the usages are confusing for English learners. To investigate the verbs can help learners clarify the usage of the basic verbs in English. Subjects are 3rd graders from senior high schools of medial in the ranking of academic reputation in Taipei. Based on three criteria, the subjects are classified into three different levels to see the influence of variables. In addition, a subject background sheet provides the subjects' background of English and attitudes towards English vocabulary learning.

From the analyses, we find that there is indeed a preference order of the five verbs among subjects with the same mother tongue. Among the tasks, collocation and the meaning inferring from contexts are difficult for the subjects to deal with. Subjects of higher proficiency level, from social science group, or from school of a higher academic reputation have a better manipulation of the five verbs. When doing the form-meaning mapping, three factors, that is, core meaning, frequency, and L1 transfer, do influence the performance. Learners with higher proficiency levels rely much on L2 knowledge, thus core meaning and frequency have a stronger preference over L1 transfer in the form-meaning mapping process. Learners with lower proficiency levels usually make use of L1 knowledge to map the L2 form with L1 meaning, thus there is more negative transfer from L1. The performance of the three proficiency levels represents the different developmental stages of interlanguage. The higher proficiency level one hs, the more his knowledge is close to the target language (L2). In the research, we also find that an earlier age and a longer period of learning do not necessarily ensure a better English ability. Furthermore, subjects who have more interest and stronger motivation to learn English generally have a higher proficiency level. In vocabulary learning, subjects often pay attention to form rather than usage and function of vocabulary. As for the process of self-expressing in English, subjects tend to make sure the words wanted in Chinese and then translate them into English. However, subjects who directly look for words wanted in English have higher proficiency levels and better performance in English.

After the analyses, the results are applied to teaching activities. With the use of corpora and semantic networks, further clarification of the relations among word meanings, and enhancement of the correct use of word meanings are expected.

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