本研究旨在探討台灣大學生英語被動語態的使用，並且探討台灣大學生是否理解英語被動語態在單句以及篇章的功能。本研究受試者為27位政大英語系大一作文班學生。受試者使用英語被動語態的語料則由三種不同類型的研究工具蒐集而來：中英單句翻譯，英文篇章選擇，與英文作文。 研究結果發現台灣大學生對於英語被動語態沒有完善的理解。受試者在單句翻譯的表現顯示當中文句子裡沒有中文被動提示詞時，受試者翻譯時容易使用錯誤的語態。此發現同時也點出受試者對於英語動詞種類以及英語語意角色這些和英語被動語態密切相關的概念相當陌生。在無法辨別句子裡動詞種類的情況下，受試者無法正確判斷句中名詞的語意角色，因而寫出錯誤的句子。然而，受試者在英文篇章選擇的表現顯示他們了解英語被動語態是一個能夠增進文章句子之間的連結以及一貫性的句型結構。而受試者在英文作文的表現也顯示了他們知道如何實際運用英語被動語態來建立自己文章中所要闡述的主題，並進一步強化文章整體結構。 為了進一步理解台灣大學生對於英語被動語態的知識如何形成，本研究也檢視了目前台灣國中以及高中所使用的英語教科書當中，對於英語被動語態的呈現方式以及介紹內容。本研究發現英語教科書對於英語被動語態的介紹多半侷限在此句型結構於單句以及句法的使用，而忽略了英語被動語態在篇章以及語意層面的功能。根據以上的研究發現，本研究亦提出了如何在英語被動語態的教學上加入篇章以及語意層面的介紹，以幫助台灣英語學習者學到更完整的英語被動語態的知識。 / The present study investigates the use of English passive voice by Taiwanese college students. The purpose is to see how Taiwanese college students use English passive voice on sentential and discourse level, and if they understand the functions of English passive voice from their performances. Twenty-seven college students participated in this study. And their uses of English passive voice were investigated with three different instruments, Single-sentence Translation, Passage Completion and English Compositions. The results of the analysis showed that Taiwanese college students do not have complete understanding on English passive voice. In Single-sentence Translation, the participants fail to recognize the correct voice in translating Chinese sentences when Chinese passive markers are removed. This finding points out that the participants do not have the knowledge of English verb types, their argument patterns, and semantic roles. Because they are unable to identify the type of English verbs in the sentences, they are not aware of the semantic roles of noun phrases accompanying the verbs in the sentences. As a result, they are unable to produce correct English passive sentences. In Passage Completion, however, the participants’ performances indicate they understand English passive voice is a useful device in facilitating the connections between the sentences and maintaining thematic progression of passages. In English Compositions, it is found that the participants demonstrated ways of using English passive voice that are not observed in the previous two research instruments. Their performances show that they know how to use this structure to facilitate the cohesion as well as coherence of their writings, and how to use English passive voice to establish the idea they want to elaborate on in the paragraph. To see how Taiwanese EFL learners build up their knowledge of English passive voice, English textbooks of junior high and senior high school are reviewed to see how this structure is presented. It is found that much emphasis is placed on the introduction of English passive voice on sentential and syntactic level, neglecting the introduction on discourse and semantic level. Based on the findings in the present study, it is suggested that the teaching of English passive voice include the introduction of this structure on discourse and semantic levels to help Taiwanese EFL learners gain a more comprehensive understanding of English passive voice.