| As the basis of language buildup,lexis undoubtedly plays an important role in EFL learners' SLA process.EFL learners need to have a firm grasp of individual words coupled with word combinations in order to acquire the target language smoothly.Collocation,as an indispensable part of word combinations,has attracted much attention from linguists and applied linguists.However,EFL teachers and learners pay comparatively less attention to collocation acquisition,since the focal point of lexical teaching has been primarily individual lexis.The present research,based on the mental lexicon theory,aims to carry an in-depth analysis on EFL learners' collocation acquisition.Thus the significance of collocation acquisition can be allocated more awareness,and the collocation research in SLA can also be pushed forward with the profound understanding from a mental lexicon perspective.Generally speaking,this research intends to examine the EFL learners' collocation acquisition and further investigate effects of L2 proficiency level,L1 transfer and collocation type on collocation competence.Moreover,the relationship between L2 proficiency and L1 transfer effect & collocation type are also explored.In addition,literature review on collocation acquisition,mental lexicon and L1 transfer has been presented.It covers the following aspects: The definition of collocation has not reached consensus,which can be classified with different criteria.Due to the holistic storage of collocation,the competence of collocation is significant for EFL learners' L2 proficiency improvement;mental lexicon is like the black box in learners' minds,from which lexis can be accessed.The structure and organization of bilingual mental lexicon was explored by several researchers,who put forward some useful theoretical frameworks,such as Distributed Feature Model and Three Development Stages.Based on these frameworks,collocation performance can be analyzed;transfer,an important factor influencing L2 acquisition,can be divided into three categories: positive one,negative one and non-transfer.It can not only hinder,facilitate but also perform no role in L2 learning.Transfer in collocation acquiring process is referred to as congruency effect,which can exert great impact on L2 collocation learning.Based on that research background,three relevant hypotheses are raised to check these variables' influence.This research mainly adopts a quantitative method,with 76 subjects participating in two tests(among which 66 sets of valid answer sheets were analyzed).The subjects are classified into two groups based on their proficiency test scores.At the same time,60 collocations are selected,including 30 V-N collocations and 30 A-N collocations.Besides,the 60 collocations are composed of 20 positive-transfer collocations,20 negative-transfer collocations and 20 non-transfer collocations.Two instruments(i.e.Cambridge placement test and collocation judgment test)are designed and utilized to measure EFL learners' L2 proficiency and their collocation competence.In addition,pilot study is also conducted to recheck and modify test items and time management.Then SPSS 11.5 is employed to analyze the data collected.The findings of this study show that 1)collocation competence significantly boasts positive correlation with proficiency level.L2 proficiency level has a significant effect on collocation competence both in these two groups.2)The transfer effect has been identified to be significant in both groups.3)Collocation type also has a significant effect on collocation acquisition in both groups.4)There is no interaction effect between the three independent variables.The findings of this study will be facilitative to linguistic researchers,EFL teachers who care about the development of EFL learners' collocation competence.There are still many obstacles and challenges for EFL learners to conquer in the process of collocation acquisition.This thesis might hopefully give some illuminating hints to future relevant research on collocation competence. |
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