基於過去許多實證研究發現，以中文為母語的學習者有誤用或過度使用英文存在句的現象，因此本研究旨在探討台灣高中生如何使用並理解英文存在句。研究方向包含：高中生對存在句的理解和使用情形、存在句四種特質的困難層次、以及高中生寫作中使用存在句時所犯錯誤的類型。 總計有八十名高一學生參與中翻英和文法判斷兩項測驗，有ㄧ百二十九位高一學生參與引導式寫作測驗。中翻英和文法判斷兩項測驗鎖定存在句特質中犯錯率較高的四種來設計題目，對比分析和錯誤分析兩大理論也被應用在測驗結果的分析與討論。 測驗結果有三項發現：第一、在中翻英及文法判斷兩項測驗中，整體而言學生在使用上的表現優於理解方面的表現；第二、雖然母語和外語之間的差異的確對學習者的表現有影響，但是受試者所犯的錯誤卻未必可以完全歸因於語言之間的差異，意即學習者的表現並未完全符合錯誤分析的理論；第三、經由引導式寫作所進行的語料分析顯示，受試者的寫作中很少有存在句過度使用的狀況，但是他們所寫出的存在句有將近二分之ㄧ在語法或語意上是錯誤的句子。 本研究旨在對於存在句的教學提出建言,也期待未來相關的研究有助於釐清和存在句相關的議題。 / Based on previous empirical studies, Chinese EFL learners were found to overuse or misuse English existential construction. The present study aims to probe into how senior high school students produce and comprehend English existential construction, mainly the there-be sentences. The main concern includes the learners’ production and comprehension performances, the difficulty hierarchy of existential properties, and the error types in learners’ writing performances. A total of eighty senior high school freshman students were invited to take the Chinese-English translation (CET) task and the grammatical judgment (GJ) task, and 129 senior high school first graders were asked to receive the guided writing (GW) task. The CET and GJ tasks were designed and analyzed in terms of four linguistic properties of English existential construction, including the copular be, the postverbal and locative noun phrases, the form of the second predicate, and the alienability between postverbal and locative noun phrases. The theories of Contrastive Analysis and Error Analysis were adopted in data analysis. In conclusion, there are three findings in the present study. First of all, the results of the CET and GJ tasks showed that the subjects performed better in production than in comprehension as a whole. Second, though the differences between L1 and L2 did have influence on the subjects’ performance, yet their errors could not always be attributed to cross-linguistic influence. In other words, the subjects’ performances were not completely consistent with the theory of CA. Third, the corpus analysis of the GW task indicated that there was little overuse of English existential construction in the subjects’ writing performance, but half of the existential sentences that occurred in their writing were judged syntactically or semantically ungrammatical. Hopefully, the present study will provide some pedagogical implications for the instruction of English existential construction. It is also expected that future studies will shed light on issues concerning the acquisition of English existential construction.