摘要
The present study reports on the use of the high-frequency verb do in written English performance based on the Chinese Learner English Corpus (CLEC). The native English corpus for comparison is the Louvain Corpus of Native English Essays (LOCNESS). A corpus-based Contrastive Interlanguage Analysis (CIA) approach has been adopted in the study. A comparison is made between Band 4 and 8 English majors' writings in CLEC and the native college students' writings in LOCNESS. Results indicate that as far as the overall frequency of do is concerned, there is no significant difference between Band 8 English majors and the native speakers, but Band 4 English majors use less than native speakers. With regard to the different uses of do, marked differences have been found between Chinese learners and native speakers, especially when do is used as an auxiliary verb or a delexical verb. To be specific, Chinese learners show a strong tendency to underuse do as an auxiliary verb to form an interrogative, negative or inverted sentence. Moreover, they tend to overuse do as a delexical verb, allowing it more freedom to collocate with a wider range of nouns. The underlying reasons might be mother-tongue interference, intralingual transfer, and overgeneralization, etc. In conclusion, the pedagogical implications of the study are discussed and suggestions made for adopting corpus-based exercises as a way of raising learners' awareness of the use of high-frequency words.
本研究采用对比分析学习者语料的方法,比较了中国英语专业学生和本族语学生在使用高频动词do上的差异。所用语料为:中国学习者英语语料库(CLEC)中英语专业二、四年级学生的作文子库以及英美大学二、三年级学生的作文语料库(LOCNESS)。研究结果表明,中国学生在do的用法上与本族语者存在较大差异,在大部分义项上呈现滥用、少用和误用趋向,其原因有母语迁移、语内干扰、过度概括、教材编写等等。文章最后探讨了该研究对外语教学与学习的启示。
