By Yuanwen Lu
Collocation is a vital device in describing lexical behaviour in language and has bought expanding consciousness 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 beneficial properties 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 style and chinese and tradition exert a considerable impression on their English writing. It additionally discusses how you can take on the issues chinese language English beginners face and the pedagogical implications for instructing English and studying English collocations.
As one of many first systematic experiences to enquire collocations in chinese language learner English in accordance with learner corpora, this publication not just analyzes how chinese language novices use collocations of their English writing, but additionally offers major implications for overseas language educating and learning.
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Extra resources for A Corpus Study of Collocation in Chinese Learner English
E. the corpora) are analysed to validate these frameworks. For example, grammatical rules described in grammar books can be validated by the corpora, which provide typical examples to illustrate these rules. 2, where Allerton’s (1984) model was discussed, it is mentioned that this model is more suitable for a corpus-based study. This is simply because it is based on a pre-existing theoretical framework, as can be seen from its four levels of collocational restriction. Moreover, the corpora in the corpus-based approach can be used to fine-tune the frameworks adopted, and they can also be valuable as a source of quantitative data (Tognini-Bonelli, 2001: 65–66).
Based on the view that difficulties in second language learning could be predicted by CA and proper steps could then be taken to reduce them, a tremendous number of teaching materials were produced. However, some weaknesses are also pointed out concerning the applicability of CA to language learning and teaching. For example, the differences between L1 and L2 may not cause the difficulties; CA can only predict some of the learning problems, not all of them; etc. (Johansson, 1975: 15). Due to these defects of CA, linguists began to shift their attention to EA.
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. (Granger, 1993: 61) After this brief discussion of the two approaches to learner English, let us now turn to the background of collocational studies in learner English.