本研究透過眼動實驗之執行與眼動指標的分析以了解學習者對西班牙語第三人稱受詞代名詞與所指涉名詞的注視情形與句意理解之關係及其對輸入信息處理的模式。結合現代科技眼動儀的利用，透過實驗以延伸臺灣西語學習者之受詞代名詞習得研究，本論文著重於第三人稱，並納入指涉名詞的討論，針對學習者注視刺激內容的不同興趣區域和句意理解之關聯性，進行其語言學屬性與特徵之分析與推論，獲致以下結論：（一）受詞代名詞和指涉名詞的距離可能影響訊息處理歷程中運作之承載量。當兩者距離較大時，回視指涉名詞有助於正確理解句意；當距離鄰近時，回視可能是對語意的遲疑，因此導致其語意理解正確率不如未回視者。距離小時，有回視受詞代名詞及回視頻率高者有助句意的理解；距離大時，則需透過從代名詞後的單一或多重成分之回視獲得語意聯繫之輔助，以達到句意的理解。（二）回視因指涉名詞和受詞代名詞的位置不同，其意義也不相同。距離鄰近時，受詞代名詞的凝視次數和總凝視時間反映出其被確認的程度，並影響句意理解正誤。透過眼動實驗，本論文凸顯了指涉名詞和受詞代名詞的距離因素及其可能影響理解正誤之結果，是過去文獻中未被剖析探討的。期待本研究能提供習得與教學之參考。

This study investigated the relationship between Spanish third-person object pronouns and referents in the input processing of Taiwanese learners through the analysis of the eye-movement indices in eye-tracking research. It took advantage of the modern technology of an eye-tracking device and expanded upon previous research on acquiring Spanish object pronouns by Taiwanese learners of Spanish. In the experiment, participants’ attention to the interest areas related to the target forms in a sentence and their comprehension of Spanish object pronouns and referents was examined and analyzed. The results of this study are concluded as follows: (1) The distance between the object pronoun and its referent in a sentence could affect information processing capacity. When the distance between the clitic pronoun and its referent was larger, the eye regression to the referent facilitated the comprehension of the target forms. When the distance was shorter, the regression suggested participants’ hesitation, which was associated with a lower comprehension rate than those who did not demonstrate eye regression. When the distance was shorter, the regression to the object pronouns and frequency would lead to a higher comprehension rate. When the distance was farther, accurate comprehension was related to single or multiple regressions. (2) Regression to the interest areas of the object pronoun and its referent in various positions in a sentence showed different significances. When the distance was closer, the amounts of fixations and fixation duration of object pronouns reflected participants’ checking frequency and degree and also affected comprehension. Most importantly, this study establishes the importance of the distance between the clitic pronouns and their referents and how it might affect comprehension of the target forms in sentences. This finding has not been discussed in Spanish second language acquisition research. Future research and instruction on Spanish object pronouns should not overlook this issue.