By Yuanwen Lu
Collocation is a crucial device in describing lexical behaviour in language and has bought expanding awareness lately.
Based on corpora: LOCNESS (the Louvain Corpus of local English Essays) and MLC (the Non-English significant Mainland chinese language Learner Corpus), this e-book explores the beneficial properties 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 kind and chinese and tradition exert a considerable impact on their English writing. It additionally discusses how one can take on the issues chinese language English novices face and the pedagogical implications for educating English and studying English collocations.
As one of many first systematic experiences to enquire collocations in chinese language learner English in response to learner corpora, this e-book not just analyzes how chinese language inexperienced persons use collocations of their English writing, but additionally offers major implications for overseas language instructing and learning.
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Extra info for A Corpus Study of Collocation in Chinese Learner English
For instance, “the spinster’s husband” is odd due to the contradicting attributes of “spinster” and “husband” (Allerton, 1984: 25–26). 3. 3 “Locutional restriction” refers to the linguistic phenomenon that the syntagmatic relations of lexical items on this level are arbitrary (Allerton, 1984: 28–36). It is also known as “idiomatics” in Allerton’s model (Allerton, 1984: 22â•… Review of related literature 4 36). For example, the prepositions in many prepositional verbs such as “despair of”, “hope for”, “trust in”, etc.
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). The general picture of this collocational study by Granger (1998b) is that French learners tend to ‘use amplifiers more as building bricks than as parts of prefabricated sections’, which explains why learners’ sense of collocational salience is ‘not only weak, but also partly misguided’ (1998b: 151–152).
He also observes that the difference between native speakers and learners increases as the tag combinations become longer, which implies that even highly advanced learners have not incorporated into their system a typical use of grammatical patterning to the same extent as native speakers (1997: 215). However, de Haan (1997) also points out that his experiment is only partly successful, since it is not possible to base any firm conclusions simply on the basis of word class combinations, and therefore he considers his research an ‘experimental study’ (1997: 225).