扩展意义单位框架下不同水平学生名词使用特征研究及教学启示——以attention为例

文章以扩展意义单位为理论框架,以attention为例,对比不同水平的中国学习者和英语本族语者使用名词时在类联接、搭配、语义趋向和语义韵等方面的差异。结果表明,中国学习者与英语本族语者使用attention时,类联接种类基本一致,但分布差异明显;与英语本族语者相比,不同水平的学习者在attention的搭配,语义趋向和语义韵方面差异较大。文章的结论对英语词汇教学有一些启示作用。

Adopting Sinclair’s “Extended Units of Meaning” model, this paper aims to make a contrastive study of the word “attention” by both English native speakers and different levels of Chinese English learners in the differences in colligation, collocation, semantic preference and semantic prosody. The results of the study show that the colligation types of “attention” are basically the same but vary in distribution. It was also suggested that collocates, semantic preference and semantic prosody are different in four corpora. The result of this research can improve the EFL teaching.