趨向補語「起來」之語義功能複雜，常造成華語學習者使用上之偏誤。為觀察學習者整體之偏誤情形，本文分析了總字數約三百萬字的學習者語料，結果顯示，從語義功能來看，學習者對「起來」狀態義的掌握較差；而以偏誤類型來看，學習者最大的困難來自誤代偏誤，其中趨向補語意義的混淆為主要的偏誤情形。除偏誤分析外，鑒於教材可能是影響學習者習得的因素，本文亦對教材中的語法說明及例句等展開討論，並在最後針對偏誤分析的結果提出了幾點教學建議，希望提供今後教學之參考。

The semantic complexity of the Chinese directional complement qilai has raised many researchers’ interest in investigating how Chinese as a Second Language (CSL) learners use this word, and results of previous studies often suggest that CSL leaners have great difficulty in applying this complement correctly. Corpus-based studies on CSL leaners’ use of qilai, however, are mostly conducted with small-sized learner data, and the results might not be generalizable to how CSL learners use qilai overall. The current study is thus set out to examine CSL learners’ misuse of qilai through analysis of 3-million-word Chinese learner corpus data. Results of this study showed that 1) CSL learners hadgreat difficulty in using the Stative meaning of qilai, and 2) most of the errors were attributable to misformation. In addition to the analysis of CSL learners’ misuse of qilai, this study also investigated how qilai was introduced in the learners’ learning materials. By examining the grammar explanations and the example sentences of qilai in these materials, the researchers found that the lack of detailed explanations as well as various example sentences of this directional complement might contribute to the learners’ misuse of qilai. Based on the findings, some pedagogical suggestions were proposed to better improve CSL learners’ learning of the directional complement qilai.