| Collocation is an important concept of linguistics and applied linguistics as well as the core domain of corpus linguistics.It plays a very important role in revealing the nature,characteristics and properties of language in both basic theoretical research and practical application in language teaching and lexicology.Collocation refers to the recurrent co-occuirence of two or more words in a certain grammatical pattern. Semantic prosody is a special collocational phenomenon,and an important mechanism of semantic harmony discovered by corpus linguistics with a data-driven approach when probing into the internal semantic relationship of collocation.It is of great significance in the research of Chinese language to study collocation and semantic prosody.Because one of the reasons why second language learners cannot produce fluent and idiomatic language is that they do not have a good command of collocations in the target language,it is also of pedagogical value to explore collocation and semantic prosody in teaching Chinese as a second language.This thesis studies the collocation and semantic prosody of four Chinese verbs indicating changes in four aspects,i.e.high-frequency collocates,features of colligations,semantic prosody and language form markness.Based on some Chinese corpora,this thesis discriminates the semantic and syntactic functions of the four verbs.Moreover,based on a learners' corpus of HSK writing assessment,the thesis describes the learners' errors of the four verbs from the perspective of types and features of colligations,semantic prosody and unsuitable collocations.Finally,the thesis analysizes the causes of the errors and offers advice for learning and teaching in terms of lexicology and learning strategies.The conclusion drawn from this empirical study is expected to be helpful in the research of Chinese language and teaching Chinese as a second language,especiall in vocabulary teaching and learners' dictionary compilation. |
PDF Full Text Request