초록
영어
Despite the pivotal role that collocations play in text construction, little is known about how Chinese students use collocations in their ESL compositions. This study explores the types of collocations Chinese EFL learners tend to use in their English writing, the relationships between correct colocation use and writing quality/L2 proficiency, and the problems Chinese EFL learners have in dealing with collocations in their English compositions. The analyses reveal that Chinese EFL students tend to use much more free collocations than restricted collocations in their writing. On average, students at a higher proficiency level use much more restricted collocations and commit much fewer lexical and grammatical errors than low-level students. Restricted collocations are more positively correlated with writing quality than free collocations. For Chinese EFL learners, there are both strong intralingual and interlingual interferences leading to unacceptable collocations. The paper concludes with some pedagogical implications of this study and suggestions for future research.
목차
1. INTRODUCTION
2. DEFINITIONS OF COLLOCATIONS
3. CLASSIFICATION OF COLLOCATIONS
4. FUNCTIONS OF COLLOCATIONS
5. METHODOLOGY
5.1. Research Questions
5.2. Instruments
5.3. Participants
5.4. Data Collection
5.5. Data Analysis
6. RESULTS AND DISCUSSION
6.1. The overall tendency of the use of collocations
6.2. Differences between proficient writers and non‐proficient writers in the use of collocations
6.3. Relationships between the use of collocations and the writing quality
6.4. Problems Chinese EFL learners encounter in the use of collocations
6.5. Summary of the sources of collocational deviations
7. CONCLUSION
7.1. Pedagogical implications of this study
7.2. Limitations of the study and suggestions for further study
References