By Yuanwen Lu
Collocation is a crucial instrument in describing lexical behaviour in language and has bought 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 gains of chinese language learner English with research of grammatical and lexical collocations. The findings express that chinese language collage scholars use collocations with significantly much less type 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 rookies face and the pedagogical implications for instructing English and studying English collocations.
As one of many first systematic reports to enquire collocations in chinese language learner English in response to learner corpora, this booklet not just analyzes how chinese language newcomers 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
E. linguistic data is described on the basis of a certain theory. By saying this, IÂ€am not suggesting that these two approaches, corpus-driven and corpus-based, are completely separate from each other in corpus linguistics. 2 in this chapter. In conclusion, the two sets of four levels of collocation proposed by Sinclair (1996) and Allerton (1984) provide a systematic way to describe the syntagmatic relations between lexical items, from the concrete level of actual collocations and grammatical rules to the abstract level of pragmatics, and these four levels realise the function of language in the end.
It involves describing the learners’ language production and the target language, and then comparing these two in order to find mismatches (James, 1998: 5). EA takes the stance that ‘errors can be fully explained’ in terms of L2 without reference to L1 (James, 1998). This belief has also met with criticism from EFL researchers. Yip has raised three issues regarding EA: 1 It can be misleading to describe errors solely from the point of view of the target language; 30â•… Review of related literature 2 3 It ignores the learner’s competence, which is what the learner is able to do at any given stage of development; Counting the raw number of errors might make people overlook those structures learners do not attempt to use as much as other structures, that is, the ‘avoidance of difficult structures’.
For example, the overuse and underuse of certain words, phrases or structures, etc. can be revealed clearly in this kind of study. The features of learner English can be more easily found. Granger (1998a) points out that this comparison requires a control corpus of native speaker English, since many language features are “style-sensitive” (1998a: 13). One of the most famous projects of corpus-based studies of learner English is the International Learner English Corpus (ILEC), which comprises essays by advanced EFL learners from various countries.