外语学习者写作中的词汇搭配错误研究
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摘要
对外语学习者而言,搭配是学习过程中必不可少的一个部分,因为搭配几乎占据日常用语的百分之七十。但是对外语学习者而言,搭配又是令他们非常头疼的一块知识,因为搭配错误在外语学习者的写作错误中占有很高的比例。对于搭配错误的研究,国内学者侧重于对某一种搭配行为或者搭配错误的相关性进行研究,很少有学者对外语学习者词汇搭配错误的分布特点和具体特征等问题进行综合分析。然而,掌握词汇搭配错误的分布趋势、特征和潜在原因对提高外语教师的教学效率及外语学习者的英语水平有很大的帮助。因此,作者认为有必要对词汇搭配错误进行系统的研究。通过对学生的词汇搭配错误分布趋势有一个全面的了解,教师能够调整教学计划,有重点的帮助学生解决英语学习过程中产生的问题。而对于词汇搭配错误原因的了解能够使学习者在今后的写作过程中避免类似的错误,进而提高其搭配能力及整体语言水平。
为了研究外语学习者写作中的词汇搭配错误的分布趋势、特征以及潜在原因,本研究挑选了160篇英语专业大学一年级至大学四年级学生的写作考试作文进行了调查分析。根据相关学者对词汇搭配的分类,并综合外语学习者写作中词汇搭配的主要错误类型,作者将观察到的词汇搭配错误分为以下六类：名词+名词词汇搭配错误、名词+动词词汇搭配错误、动词+名词词汇搭配错误、形容词+名词词汇搭配错误、动词+副词词汇搭配错误和形容词+副词词汇搭配错误。通过对语料的统计与分析,作者共发现279例词汇搭配错误。统计分析表明错误在各类词汇搭配中的分布并不均匀,其中动词+名词词汇搭配错误出现最频繁,其次是形容词+名词词汇搭配错误、名词+动词词汇搭配错误、动词+副词词汇搭配错误、名词+名词词汇搭配错误、副词+形容词词汇搭配错误。此外,统计分析也表明词汇搭配错误在各个英语水平层次的分布也不尽相同。大三学生在词汇搭配上犯错最多,紧接其后为大二学生和大一学生,大四学生所犯搭配错误最少。通过对各类词汇搭配错误具体分析与总结,作者认为造成这些错误的主要原因是：母语迁移、近义词混淆、语义限制重视不够和词汇学习策略使用不足。
基于以上研究结果,作者认为在词汇教学过程中,教师应该尤其重视动词+名词搭配和形容词+名词两类词汇搭配的教学。在教学过程中使用目标语解释词汇并明确的指出词汇的常用搭配,同时通过一些搭配练习提高学生的搭配意识。此外,学生应该在学习过程中主动使用英语语料库及搭配词典。
For foreign language learners, collocation is an indispensable part in language learning process, as collocation makes up nearly seventy percent of everyday language (Hill,2000:35). However, collocation is also the most problematic issue for foreign language learners, as collocation errors account for a high proportion in foreign language learners' errors in their written productions. Recently, scholars in China have focused either on the study of one particular type of collocation behavior or on correlation study of collocation errors with other error types. Yet, few scholars concern about the comprehensive study of subtypes of collocation errors and error distribution, which is also of great significance for language teaching and learning. As a result, it's necessary for the researcher to carry out present study. It is hoped that the research will shed some lights on foreign language teaching and learning. By having a comprehensive understanding of learners' error distribution, teachers will adjust their teaching plans to help learners go through their intermediate plateau. For learners, with a clear idea about reasons for those errors in mind, they will avoid similar errors consciously in their future writing.
The present study is conducted to reveal distribution features, characteristics and possible causes in lexical collocation errors. All together 160 written examination compositions are collected from four different grades of English majors of Chang'an University. By integrating relevant lexical collocation classification theories with lexical collocation errors in EFL learners' written productions, the researcher classifies errors in lexical collocations into following six subcategories:errors in n + n combinations, errors in n + v combinations, errors in v + n combinations, errors in adj.+ n combinations, errors in v + adv. combinations and errors in adv.+ adj. combinations. Through unremitting efforts on analyzing language data, the researcher finds 279 cases of lexical collocation errors. The data show that errors is unevenly distributed in six subtypes of lexical collocation errors, error in v + n combinations is the most frequently occurred errors, while errors in adv.+ adj. combinations occur the least frequently. Errors in adj.+ n combinations rank second, errors in n + v combinations rank third. Following them are errors in v + adv. combinations and errors in n + n combinations. In addition, error distribution varies with learners' language proficiencies. Learners at intermediate language proficiency (sophomores and juniors) commit more errors on lexical collocations than learners at advanced (seniors) and primary language proficiencies (freshmen). Through scrutinizing language data, the researcher finds out common error sources for these error types:mother tongue transfer, misuse of synonyms, violation of semantic restriction, and lack of vocabulary learning strategy.
Based on above research findings, the researcher puts forward three suggestions. To begin with, it is recommended that teachers should attach great emphasis to the teaching of v + n collocations and adj.+ n collocations. Next, it is recommended that teachers should explain word meaning in target language and teach collocations explicitly to reduce the negative influence of mother tongue. In addition, learners should make full use of native corpora and collocation dictionaries in their learning process. Lastly, teachers should design more collocative exercises to raise learners' awareness and sensitivity to collocations.
为了研究外语学习者写作中的词汇搭配错误的分布趋势、特征以及潜在原因,本研究挑选了160篇英语专业大学一年级至大学四年级学生的写作考试作文进行了调查分析。根据相关学者对词汇搭配的分类,并综合外语学习者写作中词汇搭配的主要错误类型,作者将观察到的词汇搭配错误分为以下六类：名词+名词词汇搭配错误、名词+动词词汇搭配错误、动词+名词词汇搭配错误、形容词+名词词汇搭配错误、动词+副词词汇搭配错误和形容词+副词词汇搭配错误。通过对语料的统计与分析,作者共发现279例词汇搭配错误。统计分析表明错误在各类词汇搭配中的分布并不均匀,其中动词+名词词汇搭配错误出现最频繁,其次是形容词+名词词汇搭配错误、名词+动词词汇搭配错误、动词+副词词汇搭配错误、名词+名词词汇搭配错误、副词+形容词词汇搭配错误。此外,统计分析也表明词汇搭配错误在各个英语水平层次的分布也不尽相同。大三学生在词汇搭配上犯错最多,紧接其后为大二学生和大一学生,大四学生所犯搭配错误最少。通过对各类词汇搭配错误具体分析与总结,作者认为造成这些错误的主要原因是：母语迁移、近义词混淆、语义限制重视不够和词汇学习策略使用不足。
基于以上研究结果,作者认为在词汇教学过程中,教师应该尤其重视动词+名词搭配和形容词+名词两类词汇搭配的教学。在教学过程中使用目标语解释词汇并明确的指出词汇的常用搭配,同时通过一些搭配练习提高学生的搭配意识。此外,学生应该在学习过程中主动使用英语语料库及搭配词典。
For foreign language learners, collocation is an indispensable part in language learning process, as collocation makes up nearly seventy percent of everyday language (Hill,2000:35). However, collocation is also the most problematic issue for foreign language learners, as collocation errors account for a high proportion in foreign language learners' errors in their written productions. Recently, scholars in China have focused either on the study of one particular type of collocation behavior or on correlation study of collocation errors with other error types. Yet, few scholars concern about the comprehensive study of subtypes of collocation errors and error distribution, which is also of great significance for language teaching and learning. As a result, it's necessary for the researcher to carry out present study. It is hoped that the research will shed some lights on foreign language teaching and learning. By having a comprehensive understanding of learners' error distribution, teachers will adjust their teaching plans to help learners go through their intermediate plateau. For learners, with a clear idea about reasons for those errors in mind, they will avoid similar errors consciously in their future writing.
The present study is conducted to reveal distribution features, characteristics and possible causes in lexical collocation errors. All together 160 written examination compositions are collected from four different grades of English majors of Chang'an University. By integrating relevant lexical collocation classification theories with lexical collocation errors in EFL learners' written productions, the researcher classifies errors in lexical collocations into following six subcategories:errors in n + n combinations, errors in n + v combinations, errors in v + n combinations, errors in adj.+ n combinations, errors in v + adv. combinations and errors in adv.+ adj. combinations. Through unremitting efforts on analyzing language data, the researcher finds 279 cases of lexical collocation errors. The data show that errors is unevenly distributed in six subtypes of lexical collocation errors, error in v + n combinations is the most frequently occurred errors, while errors in adv.+ adj. combinations occur the least frequently. Errors in adj.+ n combinations rank second, errors in n + v combinations rank third. Following them are errors in v + adv. combinations and errors in n + n combinations. In addition, error distribution varies with learners' language proficiencies. Learners at intermediate language proficiency (sophomores and juniors) commit more errors on lexical collocations than learners at advanced (seniors) and primary language proficiencies (freshmen). Through scrutinizing language data, the researcher finds out common error sources for these error types:mother tongue transfer, misuse of synonyms, violation of semantic restriction, and lack of vocabulary learning strategy.
Based on above research findings, the researcher puts forward three suggestions. To begin with, it is recommended that teachers should attach great emphasis to the teaching of v + n collocations and adj.+ n collocations. Next, it is recommended that teachers should explain word meaning in target language and teach collocations explicitly to reduce the negative influence of mother tongue. In addition, learners should make full use of native corpora and collocation dictionaries in their learning process. Lastly, teachers should design more collocative exercises to raise learners' awareness and sensitivity to collocations.
引文
Abbott, G. (1980). Towards a more rigorous analysis of foreign language errors. International Review of Applied Linguistics 18:121-34.
Bahns, J. (1993). Lexical collocations:A contrastive view. ELT Journal, 47,56-63.
Bahns J.& Eldaw M. (1993). "Should We Teach EFL Students Collocations?" System 21: 101-114.
Benson, M. (1985). Collocation and idioms. In R. Ilson (Ed.), Dictionaries, lexicography and language learning. Oxford:Pergamon.
Benson, M., Beson E. and Ⅱson, R. (1986). The BBI Combinatory Dictionary of English. Amersterdam:John Benjamin Publishing Company.
Biskup, D. (1992). L1 influence on learners'renderings of English collocations:A Polish/German empirical study. In J. P. Arnaud and H. B'joint (Eds.), Vocabulary and Applied Linguistics. London:Macmillan.
Biber D, Conrad S & Reppen R. (1994). Corpus-based approaches to issues in applied linguistics. Applied Linguistic,15(2):169-189
Biber D, Conrad S & Reppen R. (1998). Corpus Linguistics. Cambridge:Cambridge University Press.
Bolinger, Dwight, and Donald A. Sears (1981). Aspects of language.3rd edition. New York: Harcourt, Brace Jovanovich.
Brown, P. R. (1994). Lexical collocation:a strategy for advanced learners. Modern English Teacher, Vol 3, No 2.
Corder, S. P. (1981). Error Analysis and interlanguage. Oxford:Oxford University Press.
Corder, S. P. (1967). The Significance of Learner's Errors. In S. P. Corder, Error Analysis Perspectives on SLA. Oxford:Oxford University Press.
Cowie A.P. (1981). The Treatment of Collocations and Idioms in Learner's Dictionaries. Applied Linguistics,2:223-235.
Crowther, J., Dignen, S. and Lea, D. (2003). Oxford collocations dictionary for students of English (Chinese Edition). Beijing:Foreign Language Teaching and Research Press.
Cruse, D. A. (1989). Lexical Semantics. Cambridge:Cambridge University Press.
Dulay, H,.& M. Burt. (1982). Language Two. New York:Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford:Oxford University Press.
Gitsaki, C. (1999). Second language lexical acquisition:A study of the development of collocational knowledge. San Francisco:International Scholars Publications.
Halliday, M. A. K. (1975). Learning how to mean---explorations in the development of language. London:Edward Arnold.
Halliday, M. A. K. (2000). An introduction to functional grammar. Beijing:Foreign Language Teaching and Research Press.
Halliday, M. A. K.& Hasan, R. (1976). Cohesion in English. London:Longman.
Hill, J. and Lewis, M. (1997). LTP Dictionary of Selected Collocations. Hove:Language Teaching Publications.
Hill, J. (2000). Revising priorities:from grammatical failure to collocational success. In Lewis, M. (ed.):47-67.
Ellis R. (1994). The Study of Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
Fellbaum C. (2007). Idioms and Collocation. London:Continuum.
Freeman, D. L.& Long, M. H. (2000). An Introdution to Second Language Acquisition Research. Beijing:Foreign Language Teaching and Research Press.
Firth, J. R. (1957). Papers in Linguistics 1934-1951. London:Oxford University Press.
Herbst, Thomas. (1996). What are Collocations:Sandy Beaches or False Teeth?. English Studies,4:379-393.
Kjellmer, G. (1984). Some thoughts on collocational distinctiveness. in Aarts, J. and Meijs, W. (eds.) Corpus linguistics:recent developments in the use of computer corpora in English language research (pp163-171). Amsterdam:Rodpi.
Kjellmer, G. (1987). Aspects of English collocations. in Meijs, W (ed.) Corpus linguistics and beyond (pp 130-140). Amsterdam:Rodpi.
Kjellmer G A. (1994). Dictionary of English Collocations:Based on the Brown Corpus. Oxford:Clarendon Press.
Lewis, M. (1994). The Lexical Approach. Hove:Language Teaching Publications.
Lewis, M. (2000). Teaching collocation. Hove:Language Teaching Publications.
Martin, M. (1984). Advanced vocabulary teaching:the problems of synonyms. Modern Language Journal.68/2-1:30-37.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics,24,223-242.
Renouf, A. and Sinclair, J. (1991). Collocational frameworks in English. In Aijmer, Karin and Altenberg, Bengt (Eds.), English corpus linguistics:Studies in honor of Jan Svartvik. London:Longman.
Richards, J. C. (1971). Error Analysis and Second Language Strategies. Language Sciences, 17,12-22.
Richards J C, eds. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Beijing:Foreign Language Teaching and Researching Press.
Sinclair, J. M. (1991). Corpus, concordance, collocation. Oxford:Oxford University Press.
Taylor, G. (1986). Errors and explanations. Applied Linguistics 7:144-66.
Tribble, C. and Jones, G. (1990). Concordance in the classroom. Harlow:Longman.
Wen Qiufang. (2004). Research Methods and Thesis Writing. Beijing: Foreign Language Teaching and Research Press
Yan Xuan. (2006). Practical English Lexicology. Xi'an: Northwest Polytechnical University Press.
陈万霞.(2002).英语学习者作文中的搭配错误分析.解放军外国语学院学报.2002(1).
戴炜栋,束定芳.(1994).对比分析、错误分析和中介语研究中的若干问题.外国语.1994(5).
皇甫伟.(2008).中国学习者英语作文中的搭配错误分析.中国电力教育.2008(122).
桂诗春,杨惠中.(2003).中国学习者英语语料库.上海：上海外语教育出版社.
李文中.(2005).基于COLEC的中间语搭配及学习者策略分析,选自基于CLEC语料库的中国学习者英语分析.上海：上海外语教育出版社。
钱瑗.(1997).对COLLOCATION的再认识.外语教学与研究.1997(3).
秦悦.(2005).基于语料库的对高级学习者写作中的词汇搭配错误分析(博士学位论文),上海外国语大学。
孙海燕.(2004).基于语料库的学生英语形容词搭配语义特征探究.现代外语.2004(27：4).
唐丽玲.(2008).基于语料库的中国大学生中介语作文中动/名搭配错误分析.解放军外国语学院学报.2008(1).
卫乃兴.(2002).词语搭配的界定和研究体系.上海：上海外语教育出版社.
卫乃兴.(2003).搭配研究50年：概念的演变与方法的发展.解放军外国语学院学报.2003(2).
卫乃兴.(2005).典型搭配、中间语搭配和异常搭配—中国学生英语中的语义韵特征研究.选自基于CLEC语料库的中国学习者英语分析.上海：上海外语教育出版社.
魏新华.(2005).中国学生英语动词与名词搭配错误分析.选自基于CLEC语料库的中国学习者英语分析.上海：上海外语教育出版社.
杨惠中.(2002).语料库语言学导论.上海：上海外语教育出版社.
杨惠中,桂诗春,杨达复.(2005).基于CLEC语料库的中国学习者英语分析.上海：上海外语教育出版社.
杨达复.(2000).英语错误型式分析.陕西：陕西人民出版社.
甄天元,任秋兰,尹海良.(2006).词汇搭配的界定与研究概况.莱阳农学院学报.2006(3).
Bahns, J. (1993). Lexical collocations:A contrastive view. ELT Journal, 47,56-63.
Bahns J.& Eldaw M. (1993). "Should We Teach EFL Students Collocations?" System 21: 101-114.
Benson, M. (1985). Collocation and idioms. In R. Ilson (Ed.), Dictionaries, lexicography and language learning. Oxford:Pergamon.
Benson, M., Beson E. and Ⅱson, R. (1986). The BBI Combinatory Dictionary of English. Amersterdam:John Benjamin Publishing Company.
Biskup, D. (1992). L1 influence on learners'renderings of English collocations:A Polish/German empirical study. In J. P. Arnaud and H. B'joint (Eds.), Vocabulary and Applied Linguistics. London:Macmillan.
Biber D, Conrad S & Reppen R. (1994). Corpus-based approaches to issues in applied linguistics. Applied Linguistic,15(2):169-189
Biber D, Conrad S & Reppen R. (1998). Corpus Linguistics. Cambridge:Cambridge University Press.
Bolinger, Dwight, and Donald A. Sears (1981). Aspects of language.3rd edition. New York: Harcourt, Brace Jovanovich.
Brown, P. R. (1994). Lexical collocation:a strategy for advanced learners. Modern English Teacher, Vol 3, No 2.
Corder, S. P. (1981). Error Analysis and interlanguage. Oxford:Oxford University Press.
Corder, S. P. (1967). The Significance of Learner's Errors. In S. P. Corder, Error Analysis Perspectives on SLA. Oxford:Oxford University Press.
Cowie A.P. (1981). The Treatment of Collocations and Idioms in Learner's Dictionaries. Applied Linguistics,2:223-235.
Crowther, J., Dignen, S. and Lea, D. (2003). Oxford collocations dictionary for students of English (Chinese Edition). Beijing:Foreign Language Teaching and Research Press.
Cruse, D. A. (1989). Lexical Semantics. Cambridge:Cambridge University Press.
Dulay, H,.& M. Burt. (1982). Language Two. New York:Oxford University Press.
Ellis, R. (1994). The study of second language acquisition. Oxford:Oxford University Press.
Gitsaki, C. (1999). Second language lexical acquisition:A study of the development of collocational knowledge. San Francisco:International Scholars Publications.
Halliday, M. A. K. (1975). Learning how to mean---explorations in the development of language. London:Edward Arnold.
Halliday, M. A. K. (2000). An introduction to functional grammar. Beijing:Foreign Language Teaching and Research Press.
Halliday, M. A. K.& Hasan, R. (1976). Cohesion in English. London:Longman.
Hill, J. and Lewis, M. (1997). LTP Dictionary of Selected Collocations. Hove:Language Teaching Publications.
Hill, J. (2000). Revising priorities:from grammatical failure to collocational success. In Lewis, M. (ed.):47-67.
Ellis R. (1994). The Study of Second Language Acquisition. Shanghai:Shanghai Foreign Language Education Press.
Fellbaum C. (2007). Idioms and Collocation. London:Continuum.
Freeman, D. L.& Long, M. H. (2000). An Introdution to Second Language Acquisition Research. Beijing:Foreign Language Teaching and Research Press.
Firth, J. R. (1957). Papers in Linguistics 1934-1951. London:Oxford University Press.
Herbst, Thomas. (1996). What are Collocations:Sandy Beaches or False Teeth?. English Studies,4:379-393.
Kjellmer, G. (1984). Some thoughts on collocational distinctiveness. in Aarts, J. and Meijs, W. (eds.) Corpus linguistics:recent developments in the use of computer corpora in English language research (pp163-171). Amsterdam:Rodpi.
Kjellmer, G. (1987). Aspects of English collocations. in Meijs, W (ed.) Corpus linguistics and beyond (pp 130-140). Amsterdam:Rodpi.
Kjellmer G A. (1994). Dictionary of English Collocations:Based on the Brown Corpus. Oxford:Clarendon Press.
Lewis, M. (1994). The Lexical Approach. Hove:Language Teaching Publications.
Lewis, M. (2000). Teaching collocation. Hove:Language Teaching Publications.
Martin, M. (1984). Advanced vocabulary teaching:the problems of synonyms. Modern Language Journal.68/2-1:30-37.
Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics,24,223-242.
Renouf, A. and Sinclair, J. (1991). Collocational frameworks in English. In Aijmer, Karin and Altenberg, Bengt (Eds.), English corpus linguistics:Studies in honor of Jan Svartvik. London:Longman.
Richards, J. C. (1971). Error Analysis and Second Language Strategies. Language Sciences, 17,12-22.
Richards J C, eds. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. Beijing:Foreign Language Teaching and Researching Press.
Sinclair, J. M. (1991). Corpus, concordance, collocation. Oxford:Oxford University Press.
Taylor, G. (1986). Errors and explanations. Applied Linguistics 7:144-66.
Tribble, C. and Jones, G. (1990). Concordance in the classroom. Harlow:Longman.
Wen Qiufang. (2004). Research Methods and Thesis Writing. Beijing: Foreign Language Teaching and Research Press
Yan Xuan. (2006). Practical English Lexicology. Xi'an: Northwest Polytechnical University Press.
陈万霞.(2002).英语学习者作文中的搭配错误分析.解放军外国语学院学报.2002(1).
戴炜栋,束定芳.(1994).对比分析、错误分析和中介语研究中的若干问题.外国语.1994(5).
皇甫伟.(2008).中国学习者英语作文中的搭配错误分析.中国电力教育.2008(122).
桂诗春,杨惠中.(2003).中国学习者英语语料库.上海：上海外语教育出版社.
李文中.(2005).基于COLEC的中间语搭配及学习者策略分析,选自基于CLEC语料库的中国学习者英语分析.上海：上海外语教育出版社。
钱瑗.(1997).对COLLOCATION的再认识.外语教学与研究.1997(3).
秦悦.(2005).基于语料库的对高级学习者写作中的词汇搭配错误分析(博士学位论文),上海外国语大学。
孙海燕.(2004).基于语料库的学生英语形容词搭配语义特征探究.现代外语.2004(27：4).
唐丽玲.(2008).基于语料库的中国大学生中介语作文中动/名搭配错误分析.解放军外国语学院学报.2008(1).
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