| Typical lexical collocations follow the principles of meaning sharing and lexical co-selection,which lead to a core usage of words in modern English,called delexicalization.And delexicalized verbs lose previous meanings and collocate with other words conventionally,which bring obstacles to vocabulary learning.However,applying them appropriately can improve the naturalness and fluency of learners’ expressions.But nowadays,few people focus on how senior high school students use delexicalized high-frequency verbs（abbreviated as DHFV）.Therefore,the author decided to use HAVE as an example to conduct further research on it.The research methodology of this thesis is to take ST2 of the Chinese Learner English Corpus as the observation corpus,and the British English Corpus as the reference corpus to collect the data of DHFV HAVE and its collocations and possess them.Finally,based on linguistic and conceptual transfer,the data possessed is analyzed to answer the following three questions:（1）How often do Chinese senior high school students use DHFV HAVE?（2）What are particular features of collocational patterning of “DHFV HAVE+N”used by Chinese senior high school students?（3）Compared with native speakers,what are the preferences and reasons of DHFV HAVE and its collocations used by Chinese senior high school students based on conceptual transfer?The research findings are summarized as follows.First,DHFV HAVE is seriously overused by high school students.Second,compared with native speakers,the coverage of typical collocates of DHFV HAVE is too narrow with a limited number and topic.The pattern of using them is too simple.What’s worse,they fail to differentiate crosslinguistic differences between Mandarin（standard Chinese）and English both linguistically and conceptually.Therefore,errors in their compositions are serious.Among them,influenced by L1,linguistic errors are most serious,which includes misuses of articles,word choice,collocation and so on.And they prefer to have lexical invention or equivalent translations caused by relying seriously on L1,and lacking awareness of or adequate attention paid to the differences of collocation and DHFV between two languages.The rest part of errors is affected by conceptual transfer,called conceptual errors,which leads learners to experience difficulties in conceptual differentiation in two areas,tense and number,and makes errors.In terms of their preferences,there are two main findings.First,learners tend to use present tense at any time than others,which approximates the use of native speakers.Second,they tend to use the singular form of collocates regardless of their contexts.Because Mandarin is a tenseless and classifier language,which decodes temporality by relying exclusively on lexical and discursive means.However,English speakers decode it grammatically through tense or a combination of tense and aspects.Additionally,there is no distinction between countable and uncountable nouns in Mandarin,which is totally opposite to English.To improve the situation,some suggestions are provided.On the one hand,some suggestions for instructors are as follows: First,it’s better to the instruction and research of DHFV and its collocation to precisely predict potential difficulties.Second,it is visible to create suitable contexts for language learning and provide adequate exposure,interaction,positive feedback and useful explicit guidance.Third,it’s beneficial to integrate resources beyond textbooks and use corpora-aid pedagogy to improve the effectiveness of language instruction.And raise learners’ awareness and attention to collocation and DHFV.On the other hand,some advice for learners is given as follows:（1）Extensive learning,such as reading extensively to expand vocabulary size and word knowledge by learning words in the form of lexical chunks in various contexts.（2）Active participation in communicative activities.Gradually,they can distinguish between Mandarin and English conceptualization and rules of languages. |
PDF Full Text Request