本文采用了问卷调查和访谈的形式分析并总结了高中学生对五种英语的致使移动构式的理解及其影响因素。研究结果表明:对不同英语的致使移动构式高中生的理解程度也存在差异,学生对此构式的理解程度由好到差顺序为:典型意义>帮助致使>蕴涵致使>能够致使>阻止致使。影响学生对此构式理解的因素包括:母语的负迁移、中式思维模式以及既已形成的英语学习的思维定势。 This paper uses the form of questionnaires and interviews to analyze and summarize the high school students’ understanding of the five English-induced moving constructions and their influencing factors. The results show that there are also differences in the comprehension degree of high school students who make mobile constructions in different English. The order of the students’ comprehension of the constructions from good to bad is as follows: typical meaning> help to cause> implication causes> prevent from causing . Factors affecting students’ understanding of this construct include: the negative transfer of mother tongue, the Chinese thinking mode and the established thinking of English learning.