本文考察了母語是英語的漢語學習者在一項控制下的引發輸出任務中使用「都」的情況。實驗結果表明，不同於母語者，中上級水準的學習者「都」的使用率在各類實驗條件下相似；而高級漢語學習者雖然「都」的使用率不完全跟母語者相同，但「都」的使用率隨著「都」所總括的名詞性詞語的特徵變化而變化。這表明雖然他們在「都」的使用上還沒有完全達到母語者的水平，但是他們處於習得「都」的過程中。實驗結果顯示必須使用「都」的情況較難也較晚習得。基於漢語學習者的表現，本文認為，對外漢語教學中在「都」的教學上，應該把重點放在句法上必須使用「都」的情況。

This study examines the production data of dou in a controlled elicitation task performed by English-speaking learners of Chinese. The results show that post-intermediate learners produced dou at a similar rate regardless of the type of NP that is intended to be quantified by dou, which indicates that learners in this group have not fully acquired or understood the use of dou. The advanced learners produced dou at a comparable rate to that of native speakers, and the production rate of dou by advanced learners varied in a similar way to that of the native controls, which indicates that, although advanced learners have not fully used dou in a native-like way, they are approaching greater understanding of dou’s use. The results show that the syntactically obligatory dou is harder to acquire for English-speaking learners of Chinese than the syntactically optional dou. Based on subjects’ performance, it is suggested that more emphasis be placed on the syntactically obligatory use of dou in CFL teaching.