By Yuanwen Lu
Collocation is a crucial device in describing lexical behaviour in language and has obtained expanding cognizance lately.
Based on corpora: LOCNESS (the Louvain Corpus of local English Essays) and MLC (the Non-English significant Mainland chinese language Learner Corpus), this publication explores the good points of chinese language learner English with research of grammatical and lexical collocations. The findings exhibit that chinese language college scholars use collocations with significantly much less style and chinese and tradition exert a considerable effect on their English writing. It additionally discusses how one can take on the issues chinese language English inexperienced persons face and the pedagogical implications for educating English and studying English collocations.
As one of many first systematic stories to enquire collocations in chinese language learner English according to learner corpora, this ebook not just analyzes how chinese language rookies use collocations of their English writing, but in addition presents major implications for overseas language instructing and learning.
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Extra info for A Corpus Study of Collocation in Chinese Learner English
The study conducted by Gui (2001) is based on the CLEC (Chinese Learner English Corpus) of one million words, consisting of compositions by students from secondary schools, non-English majors and English majors. His study compares Chinese learner English with the one-million-word native speaker corpora – LOB and BROWN – in order to discover typical errors in Chinese learner English. The findings of his research show that Chinese students tend to overuse those frequently used words and there are few word types in their writing.
She contrasts their writing with that of native speakers, focusing on two types of word-combination: collocations and formulae. Amplifiers ending in “-ly” and functioning as modifiers are selected for her collocational study. Her study shows that French learners use fewer such collocations than their native-speaker peers and most of the collocations used by these French learners are influenced by their mother tongue. The findings in Granger’s study (1998b) also reveal that French learners’ collocational skills are severely limited: they use too few native-like collocations and too many unnatural ones (1998b: 158).
Another example offered by Stubbs (1995) is the verb “cause”, which also has negative Review of related literatureâ•…21 semantic prosody. Its frequent collocates are: “trouble(s)”, “accidents(s)”, “disease”, “problem(s)”, etc. Their analyses are based on large corpora, which allow for easier and more accurate identification of semantic prosody of words than people’s intuition does. The above discussion of Sinclair’s model shows that the first three levels – collocation, colligation and semantic preference – involve the lexical and grammatical realization, and the fourth level – semantic prosody – performs the pragmatic function.