探究语料库学生口语动名搭配错误

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摘要：词语搭配能力是英语学习者语言能力的重要组成部分,词语的恰当搭配能使语言表达更准确、更流畅。传统的英语词汇教学中,教师大都关注单个词的释义,而对词语搭配教学的重视程度不够。结果是学生没有搭配概念,不懂得搭配限制,在选择两个或两个以上的词的组合时常常犯下各种搭配不当的错误。这在很大程度上影响了学生们语言输出的质量。为了转变这种情况,笔者针对英语专业学生口语中高频出现的动名搭配错误进行理由浅析,并试图提出一些倡议来改善教学。本探讨对中国学生口语语料库中的动名搭配错误进行了诊断浅析,主要围绕以下探讨不足展开：1.在中国学生的口语语料中,动名搭配错误的出现频率呈现什么特点?2.中国学生口语语料中出现的动名搭配错误频率和学生口语能力之间有着怎样的相关性?3.在中国学生的口语表达中所出现的动名搭配错误可以分为哪几类?造成这些错误的理由有哪些?借助SPSS统计浅析软件和Antconc3.2.1以及Wordith等浅析软件,笔者将随机抽取的二百多篇学生口语转写语料,并以COCA语料库和英语词典为依据,对语料中出现的动名词搭配进行了错误鉴别,之后统计出了具体的错误出现频率,发现动名词搭配错误是学生英语口语产出历程中的一大难点；笔者运用统计浅析软件对学生口语中出现的动名词搭配错误和学生口语水平做卡方检验和独立样本T检验,发现学生的口语水平和动名词搭配错误出现的频率不具有相关性；笔者借鉴Nessehauf(?)勺错误分类策略,将所有出现的动名词搭配错误进行了分类,发现可以归入具体的十二类错误类别,其中“动词的错误利用”类错误最多,其次是“搭配动词的介词错误”,“名词的错误利用”,“虚化动词误用”等错误；探讨者对所有错误进行理由浅析诊断后发现：“母语迁移”是导致动名词搭配错误出现的主要理由,其次,教师的“诱导性错误”,“过度概括”,“忽略结构限制”等一系列错误理由也是导致动名词搭配错误在学生口语产出历程中大量出现的主要理由。在口语语料中动名词搭配错误类别和错误诊断的基础之上,探讨者对英语教学和学习者,以及英语教育机构提出了一些倡议,倡议英语学习者应该尽可能的接触原版阅读材料,利用英英词典,注意同义词的区别,不能在口语产出中简单实用翻译而忽略语言结构限制,不可以将虚化动词视为万能动词利用；对于语言教师而言,要尽量避开有教师错误诱导导致的错误,注意词语学习时的释义和搭配内容的教授,并应注意英汉两种语言差别的介绍,培养学生运用英英词典自学的能力；对于外语教育机构而言,则要注重尽可能的选择提供母语纯正的阅读和学习材料,提供有更多词语搭配练习的材料来提升学习者的学习效率。本探讨也有一些没有克服的不足之处,例如：所探讨的语料终归有限,错误浅析的数量有限制；相比较于笔语语料库,口语语料库的形次比(TTR)较低,词汇密度较小,探讨的深度有待进一步加深。关键词：错误浅析论文语论文动名搭配论文中国学生口语语料库论文
本论文由www.7ctime.com,需要论文可以联系人员哦。摘要3-5
Abstract5-11
Chapter 1 Introduction11-14
1.1 The background of the present research11
1.2 Purpose and research questions of this study11-12

1.3 Significance of this study12-13

1.4 The overall structure of the thesis13-14
Chapter 2 Literature Review14-29

2.1 The Study on collocation14-18

2.

1.1 How to define collocation14-15

2.

1.2 Concepts distinction15-17

2.1.2.1 Free combinations,lexical bundles,idioms and collocation15-17
2.

1.3 Types of collocations17-18

2.1.3.1 Grammatical colloca论文导读：Corpora,instruments,classificationmethodsintheresearch29-313.1.1Corporarelatedintheresearch29-303.1.1.1Thelearners'corpus293.1.1.2Thereferencecorpus29-303.1.2InstrumentforthePresentStudy303.1.3TheClassificationofCollocationErrorsusedinthepresentstudy30-313.2ResearchDe
tions and lexical collocations17-18
2.2 The rational background of the study18-24

2.1 Interlanguage18-20

2.2 Contrastive Analysis20-22

2.3 Error analysis22-24

2.3.1 Definitions of Error22

2.3.2 Theory of Error Analysis22-23

2.3.3 Procedures of Error Analysis23-24

2.4 Contrastive Interlanguage Analysis24

2.3 Related Studies on Collocation and Verb-noun Collocations24-29

2.3.1 Related Studies Abroad25-26

2.3.2 Related Studies At Home26-29

Chapter 3 Methodology29-36
3.1 Corpora,instruments,classification methods in the research29-31
3.

1.1 Corpora related in the research29-30

3.

1.1 The learners' corpus29

3.

1.2 The reference corpus29-30

3.

1.2 Instrument for the Present Study30

3.1.3 The Classification of Collocation Errors used in the present study30-31

3.2 Research Design31-36

3.

2.1 Collecting data31-35

3.2.

1.1 Sample material for research31

3.2.1.2 Identification and tagging the CEs31-34
3.2.

1.3 Collecting the data34-35

3.2.2 Analyzing the Data35-36
Chapter 4 Results and Discussion36-51
4.1 The frequencies description about verb-noun CEs in spoken language36
4.2 The correlation between the students' oral proficiency and V-N CEs in spoken language36-39
4.2.1 The results of SPSS about the correlation between the students' oral proficiency and V-N CEs in spoken language37-38
4.2.2 The discussion about the SPSS results38-39
4.3 The methods for classification of the type and possible diagnosis of V-N collocationerrors39-51
4.3.1 The classification of the V-N CEs' type and diagnosis39-43
4.3.1.1 The classification of the V-N CEs in spoken language40-41
4.3.1.2 The classification of the CEs diagnosis41-43
4.3.2 The results and discussion of V-N CEs classification and diagnosis43-51
4.3.2.1 The results and discussion of V-N CEs classification in SECCL43-46
4.3.2.2 The possible diagnosis and Analysi论文导读：eaching55-565.2.3Engpshvocabularyteachingneedimprovethestudents'abiptytousethedictionaryproperly565.3SuggestionortheschoolsofL2learning56-585.3.1Theschoolsshouldprovidedplentyofmaterialordifferentlevelslearners565.3.2Theschoolsshoulddesignlotsofexerciseson
s for the V-N CEs in spoken language46-51
Chapter 5 Suggestions51-58
5.1 Suggestions for the L2 learners to improve their collocational competence in spoken language51-53
5.1.1 Students should try their best to read the materials coming from native tongue and recite the fixed collocations consciously51
5.1.2 Students should use the Engpsh-Engpsh dictionary as common tool to acquire Engpsh51-52
5.1.3 Students should grasp the difference of the synonyms52
5.1.4 Students should oid using the strategies of traner and ignoring the restrictions in the language production52-53
5.1.5 Students should not use the de-lexicapzed verbs as all-powerful words in production53
5.2 Suggestions for the oral Engpsh language teachers53-56
5.2.1 Oral Engpsh teaching should pay attention to the words' interpretation and collocation53-55
5.2.2 The difference between Chinese and Engpsh should be highpghted in the teaching55-56
5.2.3 Engpsh vocabulary teaching need improve the students' abipty to use the dictionary properly56
5.3 Suggestions for the schools of L2 learning56-58
5.3.1 The schools should provided plenty of materials for different levels learners56
5.3.2 The schools should design lots of exercises on lexical collocation in the teaching materials56-58
Chapter 6 Conclusion58-61

6.1 Summary of the whole study58-60

6.2 pmitations of the present study60-61

Reference61-65
Appendix65-71
Pubpcation during MA study71-74
Acknowledgements74