By Yuanwen Lu
Collocation is a crucial device in describing lexical behaviour in language and has obtained expanding recognition in recent times.
Based on corpora: LOCNESS (the Louvain Corpus of local English Essays) and MLC (the Non-English significant Mainland chinese language Learner Corpus), this ebook explores the gains 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 sort and chinese and tradition exert a considerable effect on their English writing. It additionally discusses how you can take on the issues chinese language English freshmen face and the pedagogical implications for educating 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 ebook not just analyzes how chinese language rookies use collocations of their English writing, but in addition offers major implications for overseas language educating and learning.
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Additional resources for A Corpus Study of Collocation in Chinese Learner English
However, from the learner’s point of view, Howarth (2000) strongly recommends the ‘very creditable’ BBI Dictionary to language learners, although there are minor disadvantages of the BBI Dictionary. He gives an unexplained figure of 80% for the BBI Dictionary’s success rate (2000: 53). Howarth does not explain how he obtained this figure, but the BBI Dictionary does provide plenty of English collocations and is very helpful for language learners. From the above brief introduction to the two types of collocational dictionary, it can be seen that typical collocations can be readily picked out from the BBI Dictionary (1997) and it is of much help for students to encode their English writing.
The integration of grammar and lexis into language description ‘represents a meeting-point between the concerns of pedagogy – what it is that learners need to know – and those of theory – how the English language can most satisfactorily be described’ (Hunston and Francis, 1999: 36). Several studies based on the structural approach have been done in EFL. For example, Gitsaki (1999) examines the development of collocational knowledge by Greek students based on 37 lexical and grammatical collocational patterns.
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).
A Corpus Study of Collocation in Chinese Learner English by Yuanwen Lu