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- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2015.1
- 수록면
- 83 - 108 (26page)
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This article provides a systematic account of collocational use in Chinese EFL learners’ oral productionand explores some of the issues involved, by adopting a corpus-based error analysis approach. The distribution of six types of collocational errors extracted from two sizeable Chinese learnerEnglish corpora shows that verb-noun collocations pose the greatest difficulty for Chinese learners.An exploration of the correlation between the learners’ English proficiency and collocational performance finds that the learners’ knowledge of collocation has not developed alongside theirknowledge of vocabulary in general. Our further descriptive and diagnostic analyses of verb-nounerrors indicate that 1) Chinese EFL learners have the greatest difficulty with the verbs when usingverb-noun collocations; 2) the learners’ use of nouns is also not satisfactory; 3) due attentionshould be paid to the inappropriate use of the non-lexical elements (prepositions and articles);and 4) the main causes of verb-noun collocational errors include L1 transfer, assumed synonyms,overgeneralization and misselection of the target word. It is suggested that university English teachingin China should attach more importance to the examination and diagnosis of collocational errorsand also integrate learner-centered, corpus-based methods into vocabulary teaching.
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