本研究旨在於了解搭配詞的教學對於以英語為外語的高中生的單字學習以及閱讀理解的影響，並探討不同英文程度的學生透過傳統的單字教學和搭配詞的單字教學，在單字習得以及閱讀理解上是否有差異。
本研究對象為南台灣之高中生。本研究包含兩種不同的單字教學(傳統單字教學、搭配詞單字教學)，紙筆測驗─單字前測、後測以及閱讀測驗，問卷則分為兩個部分: (一) 學生的英文學習背景問卷調查，(二)學生對於搭配詞教學觀感的問卷調查。由紙筆測驗─單字前測、後側以及閱讀測驗─以及兩份問卷調查所收集到的資料進行量化分析。
使用學生段考的成績作為分組的依據，來探討不同單字教學法對於學生單字習得以及閱讀理解之成效，研究結果提要如下:
在單字學習方面，透過搭配詞的單字教學，受試者的接受性詞彙及表達性詞彙皆無顯著進步。
在閱讀方面，學生接受搭配詞單字教學之後的閱讀理解表現得比透過傳統單字教學來的好，故搭配詞教學法有助於受試者之閱讀理解。
問卷方面，學生對於搭配詞的態度可過問卷的量化分析得知，分析結果如下:學生對於搭配詞教學普遍具好感，且學生不認為搭配詞將造成學習單字的負擔。

This study aimed to investigate the effect of collation instruction on senior high school EFL students’ vocabulary acquisition and reading comprehension. The results for vocabulary and reading comprehension were analyzed to gauge the effect of collocation instruction.
The participants of this study were 72 senior high school students in Southern Taiwan. The experimental procedure was conducted in the following manner. First, the participants filled in a questionnaire, which was used to investigate their learning background. Next, the participants completed vocabulary pre-tests, after which the researcher taught vocabulary using two types of vocabulary instructions, namely single-item vocabulary instruction and collocation instruction. Then, the participants were given vocabulary post-tests and reading comprehension tests. Finally, the participants filled in a questionnaire, which investigated students’ perspectives on collocation instruction.
The primary results of this study are presented as follows. For vocabulary acquisition, there appeared to be no difference in acquisition performance between single-item vocabulary instruction and collocation instruction. However, for reading comprehension, students performed better when they received collocation instruction.
Despite not performing better with collocation instruction in term of vocabulary acquisition, the survey results generally showed that the students felt that collocation instruction benefited their vocabulary learning. Furthermore, they did not regard collocation instruction as burdensome for learning new vocabulary.

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