Corpus-Based Error Analysis of Chinese Learners' Use of High-Frequency Verb Take

Autor/in	Li, Yanru
Titel	Corpus-Based Error Analysis of Chinese Learners' Use of High-Frequency Verb Take
Quelle	In: English Language Teaching, 15 (2022) 2, S.21-30 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Computational Linguistics; Verbs; Second Language Learning; Second Language Instruction; English (Second Language); Error Analysis (Language); Foreign Countries; Contrastive Linguistics; Intervention; Word Frequency; Language Usage; Undergraduate Students; Error Patterns; Teaching Methods; Classification; Transfer of Training; Interference (Language); Chinese; Native Language; Nonmajors; Majors (Students); Comparative Analysis; China + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; Ausland; Kontrastive Linguistik; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachgebrauch; Fehlertyp; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Training; Transfer; Ausbildung; China; Chinesen
Abstract	This study investigated the erroneous use of the high-frequency verb TAKE by the Chinese college learners of English as a foreign language (EFL), aiming to identify the similarities and differences between Chinese EFL learners, aimed at finding out more effective ways for the teaching and researching of the high-frequency verbs. Corpus-based Contrastive Interlanguage Analysis and Error Analysis were carried out in the present study, with the subcorpora ST4 and ST6 of CLEC (Chinese Learner English Corpus) as the learner corpora. The analyses involved the misuse of the verb TAKE by the Chinese EFL learners. The error analysis of TAKE was based on the classification in the corpus CLEC. From the perspective of the overall frequency, the ST6 learners commit fewer errors than the ST4 learners. From the perspective of error types, the ST6 learners and the ST4 learners have much in common. That is, the error types of "wd" and "cc" take up an overwhelming part of all the errors in both corpora. These errors are caused by some interlingual and intralingual factors such as language transfer, overgeneralization, and communication strategy. In comparison, in the process of EFL learning, the non-English majors are interfered by their mother tongue to a larger extend than the English majors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01