Research On V+N Collocation Of Frequently Used Monosyllabic Action Verbs In Teaching Chinese As A Foreign Language

Collocation is a key factor to reflect the fluency and authenticity of language and an important indicator to measure the language proficiency of learners.Therefore,it is necessary to strengthen the research on collocation acquisition.The research idea of the thesis is to take V+N collocation,an important category of collocation as the research object,with 10 frequently used monosyllabic action verbs as the breakthrough point.First,the natural output of V+N collocation including the right part and the wrong part in HSK dynamic composition corpus is analyzed to examine the acquisition of V+N collocation of learners.Then,based on the above use of V+N collocation of learners,Chinese ontology is reviewed to explain the different constraints of the formation of V+N collocation and theoretical guidance for the teaching of V+N collocation is provided.Finally,the thesis returns to the teaching practice of V+N collocation and puts forward the teaching suggestion of attaching importance to the teaching of V+N collocation chunks and giving consideration to the explanation of the motivation.The thesis consists of eight parts.Research origin,research significance,theoretical background,research methods and approach are mainly expounded in Chapter one.Theoretical background mainly includes generative lexicon theory,metaphor and mytonymy theories and lexical approach.Contrastive analysis,corpus analysis,quantitative and qualitative analysis are included in the research methods.Chapter two is the overview on collocation research.Through presenting the research status of collocation especially V+N collocation at home and abroad to know about the existing research findings in this field,the thesis points out that the concept of collocation is not the traditional narrow view of collocation abroad,but a broader view of it including free collocation,limited collocation and fixed collocation.And it also points out that the application of corpus approach and the depth of research need to be strengthened in Chinese V+N collocation acquisition research.Chapter three mainly consists of three sections.Firstly,it defines and classifies the related concepts of V+N collocation and points out that V+N collocation is the word combination with high frequency co-occurrence and mutual expectation in language.According to the intensity of analogy,the V+N collocation can be divided into three parts:V+N free collocation,V+N limited collocation and V+N fixed collocation.And V+N limited collation can be subdivided into conventional V+N limited collocation and unconventional V+N limited collocation.At the same time,the relation between V+N collocation and chunks is analyzed and the thesis holds that chunks are categorial concepts and all the three types of V+N collocation belong to chunks.And the difference lies in that V+N free collocation belongs to atypical chunks,while V+N limited and fixed collocation are typical chunks.Secondly,it describes the reasons for the choice of 10 frequently used monosyllabic action verbs and the retrieval steps of V+N collocation in corpus.Thirdly,this thesis expounds the feasibility of contrastive analysis on V+N collocation in HSK dynamic composition corpus and native language corpus.The main body of this research is from Chapter four to Chapter seven.In Chapter four,based on different types of V+N collocation,10 frequently used monosyllabic action verbs are taken as the entry point to contrast and analyze the use of V+N collocation in learners'corpus with that in native speakers'corpus from the aspects of collocation type,verb meaning,semantic type of collocate and collocation number.The results show that the acquisition of V+N free collocation is relatively good,followed by V+N limited collocation,then V+N fixed collocation.In V+N free collocation,with the exception of a couple of verbs,there isn't much difference in verb meanings between learners and native speakers.But the contrastive analysis on semantic types of collocates between them shows certain difference and the insufficient use of noun hyponyms and the unsatisfactory acquisition of V+N free collocation formed by intransitive verbs followed by non-patient objects are revealed.In V+N limited collocation,because it's less open than V+N free collation and less prominent as a whole than V+N fixed collocation,learners' awareness of fixed collocation is not strong and there is a relatively large gap between learners and native speakers in every aspect.Besides,the acquisition effect of unconventional V+N limited collocation with objects such as purpose,instrument,location and agent is poor.And the rich historical and cultural elements contained in V+N fixed collocation lead to the relatively low transparency of semantics and cognitive difficulty,which cause the problem of avoiding using them by learners.And the richness of this type of collocation is far lower than that of native speakers.Chapter five mainly gives error analysis on misused V+N collocation in corpus.After analyzing the misused V+N collocation of ten verbs,the writer points out that different types of V+N collocation do not present a unique error pattern.The errors can be classified into three types:lexical,grammatical and pragmatic errors.Lexical errors mainly include the lexical confusion caused by words with similar pronunciations,words with similar forms,synonyms such as "tongyici"(synonyms translated into the same words)and "tongsudanshuangyinjieci"(monosyllabic and disyllabic words sharing the same phonemes)and related words in the same semantic fields etc.Grammatical errors are mainly the misuse of auxiliary words,the misuse of complements,the wrong word orders,the lack or redundancy of certain words etc.Pragmatic errors refer to the inconformity to context due to not knowing about the conditions of use,'such as using informal collocation in formal contexts etc.At the end of this chapter,the reasons for errors are expounded and they can be classified into two types:surface reason and deep reason.The surface reason includes negative transfer of media language apart from the conventional factors such as negative transfer of mother tongue.And the deep reason is that learners have not established the concept of cognitive system of Chinese V+N collocation.Chapter six mainly looks back on the Chinese ontology based on the errors of learners and probes into the particular constraints of the formation of Chinese V+N collocation to inspire the teaching of Chinese V+N collocation.In this thesis,it is believed that different types of V+N collocation have different constraints.Each type of V+N collocation contains its surface combination mechanism and deep generation mechanism.In particular,in free collocation,nouns can directly meet the semantic requirements of verbs.So,the type of free collocation,which belongs to pure selection,is mainly limited by grammar and semantics.In conventional limited collocation,nouns still can satisfy the semantic requirements of verbs,but not all nouns satisfying those can follow verbs,indicating that such collocation,besides being limited by grammar and semantics,is also restricted by conventional factors such as conventional use of language and such collocation also belongs to pure selection.While for unconventional V+N limited collocation,seemingly nouns can't satisfy the semantic requirements of verbs.But driven by the double needs of highlighting focus information and economy of language,verbs will force nouns to satisfy the requirements by using the concerning information and the functional roles of nouns.And pragmatic motivation and the economy of language are not a sufficient condition limiting the collocation,principle of convention still largely restricts this type of collocation,which makes it easy to interpret but difficult to predict.And it belongs to the type of coercion.The deep generation mechanism for unconventional V+N limited collocation is cognitive way of metonymy.And for fixed collocation,since most of them are derived from historical allusions and their metaphorical meanings are derived from the original meanings,the use of the metaphorical meanings in such collocation is more regular than the use of their original meanings.Accordingly,language has double principles:principle of motivation and principle of convention.That means the generativity embodied in motivation principle and the formulaicity embodied in convention principle are two aspects of language,which blend with each other and are inseparable.But in case of conflict between the two,motivation principle is subject to convention principle.In Chapter seven,the teaching suggestion is put forward based on the double principles of language.Convention principle means that conventional V+N collocation should be regarded as chunks and acquired as wholes.Motivation principle means that the motivation for V+N collocation should be expounded moderately.Since motivation principle is subject to convention principle,the suggestion of attaching importance to the teaching of V+N collocation chunks and giving consideration to the explanation of motivation for such collocation is put forward.Among them,attaching importance to the teaching of V+N collocation chunks mainly includes the following four steps:strengthening the input of V+N collocation,attracting the attention of learners,strengthening the sense of acquisition as wholes and enhancing the output of V+N collocation in sentence context.And with regard to the motivation for V+N collocation,the focus is on the differentiation between confusable words,semantic interpretation and combination with syntactic rules.The last part is the conclusion of this thesis.By reviewing the main content,it restates the main viewpoints and research significance.By making a corpus contrastive analysis to comprehensively research the use of V+N collocation,the thesis provides reference for research methods and content of Chinese V+N collocation acquisition.Based on the generative lexicon theory and metaphor and metonymy theories,this thesis discusses the generation mechanism of different types of V+N collocation,which enriches and deepens the research on the generation mechanism of V+N collocation.This thesis putting forward the teaching suggestion of attaching importance to the teaching of chunks and giving consideration to the explanation of motivation for such collocation makes a new interpretation of the relation between the two teaching theories and hopefully provides reference for the theoretical research and teaching practice of V+N collocation of Chinese as a foreign language.