諸多研究指出英語母語者在語言表達中頻繁地使用詞串，但教學上卻較少教授由多字詞語組成的詞串。而許多研究也指出熟習詞串不僅可以加快學習者在理解語言時的速度外，更可以協助二語學習者的語言表達更貼近母語者，因此詞串學習在語言教學中有其重要性。目前已有眾多研究者進行了英文詞串的相關研究，然而針對中文詞串所進行的探究迄今少見，特別是中文學術詞串方面的研究。而由於現今華語學習的熱潮，來台攻讀學位或進行交換的國際學生大幅增加。學習者在學習華語時，時常需要進行學術文章的閱讀與寫作。相信學術詞串的分析可輔助學習者閱讀上的理解以及提供寫作上的指引，因此本研究自人文社會科學類中的10大領域收集1000篇期刊論文，共約900萬字的語料，以詞頻及文本分佈率篩選出了195組3字詞與105組4字詞中文學術詞串。有鑑於以功能分類詞串可提高教學使用上之實用性，本研究進一步參考Hyland（2008）與Salazar & Joy（2011）等人提出的詞串功能分類法將300組詞串依其功能分為3大類14小類。本研究建議可將此詞串整理運用於華語學術寫作輔助與學術教材編輯上。期望研究成果可提供華語教師、研究人員、教材編輯人員具體之學術詞串參考。

Lexical bundles are formulaic expressions frequently used by native speakers. These expressions, however, are less often taught by language teachers. Many studies have pointed out that acquisition of lexical bundles can not only help second language (L2) learners to make their expressions more native-like, but also increase their processing speed of organizing language output. Therefore, the acquisition of lexical bundles has become one of the major focuses in the field of L2 learning. So far there have been many studies on English lexical bundles, but few have been carried out on Chinese lexical bundles. In addition, with more people learning Chinese as a second/foreign language around the world, the number of international students in Taiwan for further degrees or exchange programs has increased greatly in the past few years. Many of them need to read or even write academic articles in Chinese. The analysis on academic lexical bundles can help L2 learners with reading comprehension and writing skills. Thus, the present study investigated the lexical bundles used in a 9-million-word corpus which consisted of 1,000 academic journal articles. We found 195 types of 3-word and 105 types of 4-word high-frequency lexical bundles, and these were further categorized into 3 major functions. It is hoped that the result of the analysis can help the learning of Chinese academic lexical bundles, and serve as a useful reference for Chinese teachers, researchers, and material writers.