本研究之目的在探討以字詞搭配之方式來擴充成人英文學習者之字彙效益。研究問題有三項：(1)參與實驗者之字彙成績是否有進步，(2)他們對於此學習法之感受為何，(3)未來是否願意以此法來繼續學習字彙。三十八位北台灣地區的公職考生參加此研究，實驗前填寫前測問卷及實施字彙前測。第十週填寫後測問卷及實施字彙後測。
研究結果顯示：(1)參與實驗者之字彙成績並未有顯著性的進步，(2)字詞搭配未能顯著性地提升他們原本已經相當高的英文學習興趣以及英文學習意願，(3)字詞搭配能顯著性地提升他們背誦字彙的信心，(4)字詞搭配能顯著性的減少他們背誦字彙的焦慮，
(5)字詞搭配顯著性地優於他們現有背誦字彙的方法，(6)字詞搭配在記憶效果上顯著性地優於他們現有背誦字彙的方法，(7) 就效率而言，字詞搭配顯著性地優於他們現有的背誦字彙方法，(8)字詞搭配能顯著性地提升他們用英文短語表達的信心，(9)字詞搭配法比他們現有背誦字彙的方法更令他們滿意，(10) 英文老師應該在課堂上花些時間教導字彙，而字詞搭配法是老師可以採用的方法之ㄧ，(11)高達三十三位(佔86.84%)參與實驗者表達願意以此法來繼續學習字彙。
參與實驗者對於字詞搭配學習法之優點及受益之處摘要如下：(1)此法讓他們知道
如何使用所學習的單字，(2)此法讓他們能夠一次就學到很多單字，(3)此法比較容易記住單字，(4)此法有利於區分類似的單字，(5)此法有利於他們的語言表達，(6)此法有
聯想之效果，(7)以此法背單字比較有趣(或者不無聊)。對於字詞搭配學習法之主要缺點為：(1) 十二位(佔32%)參與實驗者表示一次要背那麼多的單字有點無法消化，(2)新的單字並未提供音標，不利於他們學習。
基於研究之結果與分析，本研究建議：(1)字詞搭配學習法應列入字彙教學或是字彙學習之方法，(2)字詞搭配學習法應列入英語之教科書籍。而關於本實驗對象既感到字詞搭配學習法可讓他們一次學到很多單字，但卻又表示一次要背那麼多的單字有點無法消化，本研究建議未來之相關研究可針對此現象更深入探討，是利多於弊，或弊多於利。

This paper reports on the results of utilizing collocations in adult L2 learners’ vocabulary learning. The current study has three purposes: (1) to investigate whether participants’ vocabulary learning achievement can be enhanced; (2) to explore participants’ perceptions toward memorizing vocabulary through collocation; and (3) to delve into whether participants will adopt this approach as their strategy for memorizing vocabulary after the study concludes.
The findings of this research are described as follows:
(1) Learning vocabulary through collocation could not significantly enhance learners’ performance regarding vocabulary. (See 4.2.1); (2) Learning vocabulary through collocation could not significantly increase participants’ already high interest in as well as willingness toward learning English. (See 4.2.2); (3) Collocation can significantly enhance participants’ confidence in memorizing vocabulary (See 4.2.3); (4) Collocation can significantly decrease participants’ anxiety regarding vocabulary learning (See 4.2.4); (5) Collocation is significantly better than their previous vocabulary memorization approach (See 4.2.5); (6) Collocation has a better retention effect than their previous vocabulary memorization approach (See 4.2.6); (7) In terms of efficiency, collocation is significantly better than participants’ previous vocabulary memorization approach (See 4.2.7); (8) Collocation can significantly increase participants’ confidence in expressing short phrases of English to communicate (See 4.2.8); (9) Collocation is more satisfying than participants’ previous vocabulary memorization approach (See 4.2.9); (10) Teachers should spend some time teaching vocabulary, and collocation can be one of the strategies they can adopt (See 4.2.10); (11) Up to 33 participants (86.84%) reported that they were willing to adopt collocation as their approach in future vocabulary learning (see 4.3.4).
The major advantages as well as the main benefits that the participants profit from when studying collocation are listed as follows: (1) it provides a means as to how to correctly use the pivot word; (2) it is conducive for participants to know more words at one time; (3) it allows for easier word retention; (4) it is favorable for differentiating similar words; (5) it is conducive to participants’ language production; and (6) it has an associative effect. Furthermore, in terms of the approach itself, it is praised as interesting, or not boring.
With regard to the drawbacks of collocation, twelve (32%) participants report that they are bothered by a rather large number of words to memorize. However, this problem reportedly will not deter any participants from utilizing collocation for future vocabulary learning strategy. There is only one participant who refuses to adopt collocation. His reason is that he doesn’t want to change his study habit because this will cause him to spend more time studying vocabulary. Based on the results as well as analyses of the present study, the current researcher proposes the following two major pedagogical implications. The first one is that collocation should be adopted as a vocabulary teaching or learning approach. The second one is that collocation should be incorporated in foreign or second language teaching textbooks.

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