词语搭配是语言教学的重点，形容词教学过程中，主要是搭配的问题，而常用双音节形容词与动词的搭配是第二语言习得者面临的最大问题之一。从对外汉语教学的角度，对双音节形容词与动词的搭配情况进行分析研究，可以深化人们对双音节形容词的认识，推进双音节形容词的研究，促进对外汉语双音节形容词教学。本文主体可分为三部分。第一部分以语料库为基础，对所收集的493个双音节形容词与动词的搭配情况进行调查统计。第二部分对双音节形容词进行语义分类，并对其与动词的搭配情况进行分析。第三部分对北京师范大学和北京航空航天大学的一些留学生的双音节形容词与动词的搭配的错误现象进行分析，并据此提出双音节形容词与动词搭配的教学建议。在分析典型搭配和错误搭配的过程中，我们发现双音节形容词对动词的语义选择限制是不同的，所以语言学习者选择和使用典型搭配的能力是其一般语言能力的重要标志之一。选择和使用典型的词语搭配，是区别本族语者自然流利的语言输出与非本族语者“标记语言”的重要特征之一。这对教学大纲的设计、教材的开发和教师课堂教学活动的进行具有直接的启示和指导作用。在今后的研究中能基于本族语者的语料和学习者的语料进行对比研究，通过检查两组对象的词项使用差异来分析第二语言习得的难点，就会在这方面取得更大的突破。

Collocation plays an important part in language teaching. In the course of teaching adjectives to foreign students , collocation is important .The Collocation of disyllable adjectives which are in common use and verbs is one of the most difficult problems that second language learners are facing .From the point of view of teaching Chinese as a second language ,analysis to the collocation of disyllable adjectives and verbs ,can deepen people’s understanding of disyllable adjectives, push the study of disyllable adjectives, advance teaching disyllable adjectives .This paper is mainly divided into three parts. In the first part, to be based on corpus, to investigate and statistic on the collocation of 493 disyllable adjectives and verbs .In the second part , to classify the disyllable adjectives and verbs , and to analysis the collocation of disyllable adjectives and verbs .In the third part ,to find some foreign students from Beijing Normal University and. Beihang University , and to ask them to make collocations . They make many errors , so to analysis to their errors , to analysis to the types of errors . According to these, to put forward appropriate strategies on teaching Chinese disyllable adjectives.In this process of research, some enlightenment can be drawn. The level of a learner’s language capability is shown by his or her ability to choose and use typical collocations. One distinction between native speakers and non-native language speakers is that native speakers tend to output their feelings by using typical words. So if textbooks, classroom activities and teaching plans can be designed accordingly, non-native language speakers may improve more rapidly . And if some further research in the collocation differences in details between the native speakers and second language speakers is made in the future, we can create a breakthrough in this regard .