本研究的目的在探討臺灣三所啟聰學校教師使用語並用溝通模式時的句子訊息與辛彙語意特質的表現。17位使用口手語並溝通模式的改聰學校教師(15位為國小部聽力正常教師，2位為聾師)接受訪問與教學錄影。其受訪內容與上課時的口手語並用溝通教學內容經過語料專錄與分析。研究結果發現：(一)教師的語意完整比率的百分比較高，由65%至95%，平均達81%。(二)教師口語手語之間在句子訊息方面的口語手語完全一致的百分比由8%至63%，平均為27%；此外，教師的手語管道訊息不合國語文法的比率由4%至42%，平均達17%。(三)教師在辭彙的語意特質方面，口語手語之間的詞素不配合的情形，主要有遺漏、錯誤、替代、增加等類型。教師遺漏的詞性由高至低為：動詞、副詞、助詞、代名詞、與名詞。(四)教師的年資只與口語手語訊息完全一致的變項具有正相關，但是教師的遺漏比率與語意完整比率、口語手語句子完全相同和手語－口語對應比率呈負相關；教師的口語手語句子訊息不同比率，和手語－口語對應比率以及語意完整比率呈窅相關，但和詞素遺漏比率呈現正相關。教師的口語手語句子訊息完全相同比率和手語－口語對應比率、語意完整比率均呈現正相關。教師的詞素遺漏比率與口語手語速度比呈現正相關。依據研究結果，研究者邁議未來有關的特殊教育主管機關有必要督導啟聰學校教師的口手語並用溝通能力。

　　　　　The aim of this study was to understand deaf school teachers' consistency on utterance messages and morpheme semantic features under simultaneous communication in Taiwan. Seventeen deaf-school teachers (15 hearing and 2 deaf ) were chosen as subjects and they were interviewed and then videotaped twice for their daily teaching performance. Study results showed that (1)Teachers' semantic intact ratio ranging from 65% to 95% with a mean of 81%. (2)Teachers' utterance message equivalence match was low, ranging from 8% to 63% with a mean of 27. Besides, the ratio of teachers' ungrammatical messages in signed language channel ranged from 4% to 43% with a mean of 17%. (3)Teachers' morpheme mismatch types were mainly deletions, errors, substitutions, and additions. Teachers' most frequently omitted morphemes were verbs, adverbs, auxiliaries, pronouns, and nouns. (4)There was a positive correlation between years of teaching a speech/sign utterance equivalence percentage. Teachers' deletions rate had a negative correlation with semantic intact ratio, speech/sign utterance equivalence percentage, and sign-to-voice ratio. Teachers' speech/sign utterance equivalence percentage had a positive correlation with sign-to-voice ratio and semantic intact ratio. There was a positive correlation between teachers' morpheme deletions and teachers' speech rate. Based on research findings, the researcher suggested that special education authorities monitor deaf-school teachers' simultaneous communication performance so as to improve those teachers' sing language skills.