| As important building blocks of English writings,lexical collocations have aroused great concern among scholars,teachers and students.From different research paradigms,scholars define and classify collocations according to their ownperspectives,but most of them focus on specific lexical collocation,especially verb collocations,and the relationship between lexical collocation and other linguistic competences.Since all these research is static while English learning is a dynamic process,the study of lexical collocation changes,which is still insufficient,can reflect dynamitic characteristics of English learning.The current research adopts the corpus-based concept to investigate the lexical collocation changes in English writings with a home-constructed learner corpus.The non-English major freshmen enrolled at a key university in the fall of 2013 were selected as the participants in this study.The English writings in one academic year were tracked and collected to construct the learner corpus,which was analyzed by WordSmith 5.0 and SPSS 22.0.Research results indicate that learners' language ability has no significant differences on lexical collocation categories within one academic year study;the lexical collocation types under the specific lexical collocation category of the same language ability across one academic year only have a slight difference,but the lexical collocation strength experiences a decreasing tendency,generally,the one at the beginning of the academic year being the strongest.The study indicates that the teachers and students should pay attention to the importance of lexical collocations.Theoretically,both the strength and complexity of lexical collocation will be enhanced through one year study.The teachers and learners should find out why the lexical collocation strength decreased and then to improve lexical collocation learning and eventually facilitate learners to enhance their English writing abilities and even other linguistic competences. |
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