A Novel Study Of International Students’ Chinese Lexical Collocation Ability Based On A Corpus Of Interlanguage

Collocation ability is an important indicator of the language proficiency of second language learners.At present,many important research results have been produced on lexical collocation,but not enough attention has been paid to collocation ability,and even less attention has been paid to Chinese collocation ability.This study investigates the characteristics and influencing factors of Chinese collocation ability through a global corpus of Chinese mediated languages and the QCA qualitative comparative analysis method,and discusses the combination paths to improve learners’ collocation ability through the analysis of data on error rate,richness,matching and collocation rate and the analysis of QCA results,in order to provide some reference for improving Chinese learners’ language ability and promoting the high-quality development of Chinese teaching and international Chinese education.The results of the QCA study will be used as a reference for improving the language ability of Chinese learners and promoting the quality development of Chinese teaching and international Chinese education.The elementary to intermediate level of Chinese language learning is an important stage for developing collocation skills.In this study,HSK levels 1-4 were divided into four groups,and the words with the highest frequency in the modern Chinese corpus were selected for each level according to five lexical categories:nouns,verbs,adjectives,adverbs and prepositions.The collocations and collocation errors of each of the four groups of words were retrieved from the global Chinese mediated corpus using the collocation knowledge reference indexes of error rate,richness,matching degree and collocation rate.The questionnaire survey and QCA were used to investigate the multiple concurrent effects between language distance,collocation awareness and collocation strategies and collocation ability,and to find the pathways to improve collocation ability.The questionnaires were collected from30 Chinese learners,and the relationships between language distance,collocation awareness and collocation strategies were defined through qualitative analysis.The results of the study: 1.The global corpus of Chinese mediated languages showed that:(1)Chinese learners’ use of lexical collocation knowledge generally showed a "wave-like" decline in error rate as their level increased;(2)richness showed a "zigzag" increase as their level increased;(3)matching degree showed a "zigzag" increase as their level increased;and(4)the level of collocation knowledge showed a "wave-like" increase.(3)the degree of matching shows that there is an overuse of "all-purpose words";(4)the collocation rate shows that there is a wide variety of collocations and the collocation is grammatically functional.The findings show that:(1)collocation competence consists of the interaction of many factors,and that neither linguistic distance,collocation awareness nor collocation strategies are necessary for collocation competence;(2)the four histotypes of the QCA output are effective combinatory paths that can improve collocation competence.Based on the analysis of the results of the mediated corpus and the output of the QC adequacy condition analysis,this study proposes four types of suggestions for developing Chinese collocation ability.1.demand-dependent strategies and pragmatic types with the help of linguistic distance:(1)enhancing strategic pragmatic awareness and improving collocation learning demand(2)focusing on lexical meaning analysis and strengthening synonymic substitution practice.2.strategies and pragmatic types under the dominant logic of linguistic contrast:(1)focusing on linguistic contrast analysis and strengthening the teaching of word formation rules(2)emphasising vocabulary memorisation and developing strategic pragmatic awareness.3.Practical and pragmatic under the dual logic of language contrast and learning needs:(1)enhancing collocational pragmatic awareness and focusing on the teaching of morphemes proper(2)focusing on the teaching of collocational layers and strengthening the oral training of discourse.4.A strategy-led approach with four drivers:(1)develop a reasonable learning plan and implement input processing teaching;(2)focus on teaching collocations in context and emphasise the use of collocations knowledge;(3)collate and summarise collocations knowledge and create a collocations mind map.This study introduces histrionic theory and uses corpus methods and QCA qualitative comparative analysis to explore the characteristics of Chinese learners’ collocation ability and the histrionic effects affecting the multiple concurrent of collocation ability.The findings have implications for Chinese language teaching and collocation research.