基于语料库的英语近义动词搭配特征对比研究和教学

Corpus-based Comparative Study and Teaching of the Collocation Features of English Near-synonymous Verbs

文章对比分析了achieve和gain,arise和emerge两组近义动词在中国学生英语笔语语料库和英语国家语料库中的搭配特征和语义韵的异同,探讨了4个动词在中国学生英语笔语语料库中的异常搭配和原因。结果发现:相比本族语者,中国学生过度使用achieve和gain,过少使用arise和emerge; gain的宾语搭配词比achieve丰富,但两者的宾语搭配词均不如本族语者丰富和具体,没有消极语义韵; arise和emerge的主语搭配词和语义韵单一,而且被误用为及物动词;中国学生混淆了两组近义动词的部分搭配和形似词的用法。错误原因主要是母语干扰、过度概括和忽略上下文。文章最后提出了英语近义词辨析和教学可采用词块和语料库驱动的教学模式。

Based on WECCL(Written English Corpus Chinese Learners)and BNC(British English Corpus),this paper makes a comparative analysis of the similarities and differences of collocation characteristics and their semantic prosody of two pairs of near-synonymous verbs.One pair of the verbs are“achieve”and“gain”,and the other pair of verbs are“arise”and“emerge”.It discusses the abnormal collocation and reasons of the four verbs in WECCL.It is found that compared with native speakers,the former pair are overused and the latter pair is less used by Chinese learners;the object collocation words of“gain”are more abundant than“achieve”,but the collocation words of both verbs are not as rich and specific as those of native speakers in BNC,and show no negative semantic prosody;the subject collocation words of“arise”and“emerge”are simple,so is their semantic prosody,and they are misused as transitive verbs.Errors are caused by the first language interference,overgeneralization and ignorance of context.In conclusion,lexical chunks and corpus-driven teaching mode is put forward for teaching and learning near-synonymous verbs.