By Yuanwen Lu
Collocation is a crucial device in describing lexical behaviour in language and has acquired expanding recognition lately.
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 positive aspects 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 style 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 beginners 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 keeping with learner corpora, this booklet not just analyzes how chinese language rookies use collocations of their English writing, but additionally presents major implications for overseas language instructing and learning.
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Additional info for A Corpus Study of Collocation in Chinese Learner English
Milton (1998) examines the word sequences in his study to identify the differences between Hong Kong learner English and that of native speakers. One of his findings shows that Hong Kong students make use of a much smaller stock of word sequences than native speakers do. Most of the multi-word expressions commonly used by Hong Kong students are fixed lexical phrases, and many of these function as logical connectors such as “first of all”, “on the other hand”, “in my opinion”, etc. (1998: 189). He also observes that there are obvious differences in the discoursal roles of the expressions used by native speakers and non-native speakers.
Based on the above understanding, the typical patterns and uses of each word are highlighted for the learner in the CCELD. The Cobuild project has had such a profound influence that by the late 1990s all major English language learner dictionary projects have come to use extensive language corpora and computational techniques to extract significant information for learners from these corpora (Carter, 2001: 43). These major English language learner dictionaries include the following: CCELD, Collins Cobuild English Dictionary (1995, henceforth CCED in this book), Cambridge International Dictionary of English (1995, henceforth CIDE), Longman Dictionary of Contemporary English (1995, 3rd edition, henceforth LDCE), Oxford Advanced Learner’s Dictionary of Current English (1995, 5th edition, henceforth OALDCE), Oxford English Dictionary Online (2000, henceforth OED Online), and MacMillan English Dictionary (2002, henceforth MED).
As Leech notes, For the first time it also allows a systematic and detailed study of the learner’s linguistic behaviour from the point of view of ‘overuse’ (what linguistic features does the learner use more than a native speaker? ). (Leech, 1998: xvii) However, Leech (1998) also notes that the term “underuse” and the contrasting “overuse” should be not used in a judgemental spirit. Because it is contentious to set the writing of native speakers as the norm for learners to follow, they should be interpreted as a convenient shorthand for ‘significantly more/less frequent use by nonnative speakers than native speakers’ (1998: xix–xx).
A Corpus Study of Collocation in Chinese Learner English by Yuanwen Lu