詞彙教學是對外漢語教學的重要內容，對於詞彙的語義韻知識則可作為衡量學習者語言水平的重要指標，然則對外漢語教學界在此方面的討論目前尚十分缺乏。本文主要探討泛義動詞「搞」在兩岸漢語中的語義韻變異。研究發現，動詞「搞」的語義韻在兩岸漢語中表現出錯綜性，不能簡單概括為好或者不好。就語義韻的整體傾向性而言，它在大陸普通話中以中性為主，而在臺灣國語中，則偏消極。研究還發現，「搞」的不同類聯接對其語義韻類型有較大影響，在「搞+補語」的類連接中，兩岸漢語都表現出消極的傾向，在「搞+動賓」的類連接中，兩岸漢語都表現出中性的傾向。但是，在「搞+名賓」的類聯接中，大陸普通話的語義韻以積極為主，而臺灣國語中則偏消極。最後，文章從社會文化角度，探討了「搞」在兩岸漢語中的變異原因。

Vocabulary teaching is an important part in language teaching and the knowledge of semantic prosody is essential to better understand an individual’s language proficiency level. Nevertheless, the concept of semantic prosody teaching received comparatively less attention in teaching Chinese as a foreign language. This study focuses on cross-strait varieties of the semantic prosody of pro-verb Gao “do” in modern Chinese. It is shown that the semantic prosody of Gao “do” in modern Chinese is mixed and cannot simply be evaluated as “positive” or “negative”. In general, the semantic prosody in mainland Putonghua is neutral, while in Taiwan Guoyu, it shows negative. On the other hand, the colligation plays an important role in determining the semantic prosody. Specifically, in the colligation of “Gao + complement”, both mainland and Taiwan show negative tendency and in the colligation of “Gao+ verb phrase”, both of them show neutral tendency. However, in the colligation of “Gao+ noun phrase”, the mainland Putonghua shows positive tendency, whereas, Taiwan Guoyu shows negative tendency. Lastly, a socio-cultural analysis from the diachronic perspective is offered to account for such language varieties across the strait.