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A CORPUS-BASED STUDY OF COLLOCATIONS OF HIGH-FREQUENCY VERB —— MAKE

A CORPUS-BASED STUDY OF COLLOCATIONS OF HIGH-FREQUENCY VERB —— MAKE. Wan Hua Shanghai University 2007-5-20. Research purpose.

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A CORPUS-BASED STUDY OF COLLOCATIONS OF HIGH-FREQUENCY VERB —— MAKE

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  1. A CORPUS-BASED STUDY OF COLLOCATIONS OF HIGH-FREQUENCY VERB —— MAKE Wan Hua Shanghai University 2007-5-20

  2. Research purpose • This paper endeavors to probe into all types of collocation. Its primary focus is to explore the principles that underlie collocational differences between native speakers of English and Chinese learners of English by observing, describing and explaining their respective linguistic behavior, so as to offer some useful suggestions for references in foreign language instructions.

  3. Research methodology • Contrastive analysis A case study on the differences between native speakers and non-native speakers concerning the high-frequency verb “make”. A systematic contrastive analysis is conducted on real-life linguistic data collected from British National Corpus (BNC) and Chinese Learners English Corpus (CLEC).

  4. outline • Definitions and classifications of collocations • Data and findings • First, data collection and classification. • Second, contrast and analysis of the data. • Third, findings and explanations of the differences and similarities in the data. • conclusion

  5. Definitions and classifications of collocations

  6. Table 1 Cowie’s delimitation of collocations

  7. Table 2 Nesselhauf’s delimitation of collocations

  8. Table 3 Classification of collocations in the present study

  9. Data and Findings

  10. Table 4 Overall frequency of make in CLEC-ST5

  11. Table 5 Overall frequency of make in BNC

  12. Table 6 Overall result from ST-5 and BNC

  13. Table 7 Comparison of make use of in CLEC-ST5 and BNC

  14. Findings • Corpus evidence based on contrastive studies indicates that significant differences exist between native speakers of English and Chinese learners of English in the use of “make” in terms of choice of collocates and their frequencies. • The study concludes that L2 learning is affected by native language, target language and learning strategies as well.

  15. Conclusion Implications for L2 Learning and Teaching in China • 1. Developing Learner’s Consciousness of Collocation • 2 Facilitating Learning Strategies • 3 Teaching Collocations • Scout62wxh@163.com

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