This study presents a comparative analysis of verb-noun collocation errors made by Chinese EFL learners with different language proficiency.Linguistic data from two sub-corpora of CLEC(Chinese Learner English Corpus,G...This study presents a comparative analysis of verb-noun collocation errors made by Chinese EFL learners with different language proficiency.Linguistic data from two sub-corpora of CLEC(Chinese Learner English Corpus,Gui&Yang,1999)consist of the compositions written freely by Chinese senior high school students(ST2)and the 3rd-and 4th-year English majors of Chinese universities(ST6).The study results show that four types of verb-noun collocation errors are frequently made due to incorrect L1 translation,misuse of relative synonyms,misuse of delexical verbs,and misuse of part of speech;the number of errors decreases with the development of language proficiency,especially errors by incorrect L1 translation and relative synonyms.And for both ST2 and ST6 EFL learners,errors resulted from incorrect L1 translation account for nearly a half with the same high-frequency words.It is also found that ST6 learners’competence in collocation and synonym identification doesn’t grow with the increase of their vocabulary,as is shown in the case of overusing delexical verbs in collocation,the same error made by ST2 learners,who have a significantly weaker command of delexical verbs.Implications of the findings are also discussed with the purpose of raising the awareness of collocation pedagogy and enhancing EFL learners’collocation competence.展开更多
Collocation, as an important component of foreign language learners' competence, has attracted substantial attention from researchers on second language acquisition in the past 15 years. A wide range of empirical ...Collocation, as an important component of foreign language learners' competence, has attracted substantial attention from researchers on second language acquisition in the past 15 years. A wide range of empirical studies have been conducted, covering assessment of L2 learners' knowledge of collocations, investigation of the developmental patterns, analysis of L2 learners' collocational errors, examination of the correlation between collocations and general language skills and assessment of direct collocation instruction. The present paper reviews previous empirical studies on collocation in the field of SLA at home and abroad, and attempts to point out their limitations in order to give recommendations for further study.展开更多
文摘This study presents a comparative analysis of verb-noun collocation errors made by Chinese EFL learners with different language proficiency.Linguistic data from two sub-corpora of CLEC(Chinese Learner English Corpus,Gui&Yang,1999)consist of the compositions written freely by Chinese senior high school students(ST2)and the 3rd-and 4th-year English majors of Chinese universities(ST6).The study results show that four types of verb-noun collocation errors are frequently made due to incorrect L1 translation,misuse of relative synonyms,misuse of delexical verbs,and misuse of part of speech;the number of errors decreases with the development of language proficiency,especially errors by incorrect L1 translation and relative synonyms.And for both ST2 and ST6 EFL learners,errors resulted from incorrect L1 translation account for nearly a half with the same high-frequency words.It is also found that ST6 learners’competence in collocation and synonym identification doesn’t grow with the increase of their vocabulary,as is shown in the case of overusing delexical verbs in collocation,the same error made by ST2 learners,who have a significantly weaker command of delexical verbs.Implications of the findings are also discussed with the purpose of raising the awareness of collocation pedagogy and enhancing EFL learners’collocation competence.
文摘Collocation, as an important component of foreign language learners' competence, has attracted substantial attention from researchers on second language acquisition in the past 15 years. A wide range of empirical studies have been conducted, covering assessment of L2 learners' knowledge of collocations, investigation of the developmental patterns, analysis of L2 learners' collocational errors, examination of the correlation between collocations and general language skills and assessment of direct collocation instruction. The present paper reviews previous empirical studies on collocation in the field of SLA at home and abroad, and attempts to point out their limitations in order to give recommendations for further study.
