過往研究指出在不同的學術領域中搭配詞的使用也有所不同，研究者也發現學術英文學習者在搭配詞的使用上也不同於母語者。然而，針對單一學術領域分析其母語者及學習者英文搭配詞之使用情形的研究卻很少。
有鑑於此，本文針對應用語言學領域中學術期刊作者與台灣英文學習者使用動詞-名詞(動名)搭配詞與形容詞-名詞(形名)搭配詞之情形進行探討。本文研究旨在1)列出期刊作者常用之動名搭配詞與形名搭配詞，並提供學術英文學習者作為參考使用；2)找出台灣英文學習者常用之動名搭配詞與形名搭配詞，並和前列期刊作者常用之搭配詞進行比較；3)指出台灣英文學習者未充分利用或過度使用之搭配詞。
為達到上述之研究目的，本文自建兩座容量各近近1千2百萬字的期刊文章語料庫與學習者碩士論文語料庫。期刊文章語料庫之文本選自15本應用語言學相關之國際期刊文章，總文本數量為1,500篇；學習者碩士論文語料庫之文本則選自10間國立大學應用語言學/英語教學學位的碩士論文，總文本數量為494篇。本文自兩座語料庫中找出29個高頻的核心名詞，進一步從兩座語料庫中找出這些名詞的常見動詞/名詞搭配並進行比較分析。
本文自期刊文章語料庫中找出181種常見的動名搭配詞與248種常見的形名搭配詞、自學習者碩士論文語料庫找出203種常見的動名搭配詞與231種常見的形名搭配詞。比較期刊作者和臺灣英文學習者學術英文搭配詞之使用發現：1) 期刊作者和臺灣英文學習者共同常用之動名搭配詞有136種、形名搭配詞有159種；2)期刊作者的搭配詞詞彙量比臺灣英文學習者的詞彙量為多，而且期刊作者的動名搭配詞詞彙量與形名搭配詞詞彙量較為相近。這些研究結果顯示期刊作者在學術動名與形名搭配詞的使用上較為均衡；相反地，臺灣英文學習者的動名搭配詞與形名搭配詞則較無多樣性且較不均衡。
本文另發現台灣英文學習者的搭配詞過度使用情形較未充分使用情形顯著；此外，具有較高t分數的搭配詞也比較容易被學習者過度使用/未充分使用。進一步分析九對詞意相近的搭配詞後發現，高頻且具有高度相關性、具有較高t分數、以及語意清楚直接的搭配詞較容易被學習者過度使用。
本文研究結果顯示，期刊作者與臺灣英文學習者在學術動名搭配詞與形名搭配詞的使用上有相當差異。研究者建議於學術英語教學者與教材編寫者能將此文所列期刊作者常用之搭配詞引入課程，並提醒學生避免太過頻繁使用相同的學術英文搭配詞，期望這些建議能為增進台灣英文學習者的學術寫作能力盡棉薄之力。

Research has revealed that the usage pattern of collocations vary from one academic discipline to another, and that advanced English for Academic Purposes (EAP) learners in general used academic collocations quite different from native speakers. However, discipline-specific studies on the usage pattern of collocations by either published authors or EAP learners are scant.
The current research thus set out to investigate the frequent verb-noun (V-N) and adjective-noun (A-N) collocations employed by published authors and Taiwanese EFL learners in the field of applied linguistics. The purposes of this study are: 1) to generate lists of frequent V-N and A-N collocations in the published authors’ writing in order to provide EAP learners a useful reference, 2) to extract the frequent V-N and A-N collocations in the Taiwanese EFL learners’ writing and compare the learners’ usage pattern of collocations with the published authors’, and 3) to identify V-N and A-N collocations that are underused/overused by the Taiwanese EFL learners.
To achieve the research purposes, two corpora were built in the current study. A reference corpus, Research Article Corpus (RAC), composed of 1,500 research articles from 15 international journals in the field of applied linguistics. A learner corpus, Master’s Thesis Corpus (MTC), composed of 494 masters’ theses from 10 national universities in Taiwan. The two corpora contained approximately 12 million words. The researcher identified 29 core nouns and respectively investigated their frequent verb/adjective collocates in the two corpora. The Taiwanese EFL learners’ usage pattern of the frequent V-/A-N collocations were then compared with the published authors’ to uncover the similarities/differences in their collocation use.
In the published authors’ articles, 181 types of V-N collocations and 248 types of A-N collocations were frequently employed. In the Taiwanese EFL learners’ theses, 203 types of V-N collocations and 231 types of A-N collocations were frequently used. Comparisons between the published authors’ and the Taiwanese EFL learners’ usage pattern of collocations yielded the following findings. First, 136 types of V-N collocations and 159 types of A-N collocations were overlapped in the two corpora. Second, the published authors’ lexical repertoire of both V-N and A-N collocations was wider as compared to the Taiwanese EFL learners, and the published authors’ lexical repertoire of V-N collocations was proportionally similar to their lexical repertoire of A-N collocations. These findings suggest that the published authors demonstrated a more balanced productive knowledge of both V-N and A-N collocations in their writings, whereas the Taiwanese EFL learners’ production of V-N and A-N collocations was less diverse and balanced.
This study also uncovered that the Taiwanese EFL learners’ overusing behavior was more salient that their underusing behavior. Association analysis (i.e. t-score and MI-value) on the underused and overused collocations showed that both underused/overused collocations were tended to be those with high t-scores. Further association analysis of several synonymous pairs of underused/overused collocations demonstrated that robust (i.e. frequent and highly-associated) collocations and collocations with higher t-scores were more likely to be overused in the Taiwanese EFL learners’ writing. In addition, many verb/adjective collocates that recurrently formed different types of underused/overused collocations were also observed in the learners’ writing. Some pedagogical implications for EAP writing instruction in the field of applied linguistics and possible directions for future research are proposed.

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