Abstract

The recognition and the use of English complementation is among the most frequent and problematic types of grammatical errors seen in EFL learners. The explanations for this ranged from the number of morphemes in complementation, the complexity of English complementation structures, to the frequency of occurrence of English complementation. This study aimed to investigate Taiwanese university learners’ use of English complementation. A total of one hundred and fifty-eight students participated in the study. The students were divided into two groups: English and non-English majors. Results of the study revealed that there was a positive relationship between the learners’ English proficiency and their competence in producing and using English complementation. In addition, the learners had the lowest scores in blank-filling task. Besides, the learners performed better both in monotransitive complementation and ditransitive complementation than in complex transitive complementation.