摘要
本文运用语料库研究方法及工具,以常用词very much为例,多维度调查了中国学习者书面语中增强词的使用情况。研究结果发现:学习者在该常用目标词的使用频率、语域特征、类联接类型、句法位置以及语义韵倾向方面均显著异于英语本族语者,总体偏离目标语范式较远,说明学习者尚未真正掌握该常用增强词的全面、地道用法。本文进一步分析表明,上述问题的产生与学习者学习策略运用、东西思维差异、语内迁移等原因密切相关。
With a corpus-based method and tool, the present study aims to investigate the use of amplifier very much in Chinese learners ＇written English. The result shows that Chinese learners differ significantly from natives in using very much in terms of its frequency, register tendency, colligation type, modifying position and semantic prosody. Their use of this amplifier deviates far from the target language, which reveals that Chinese learners have not had a comprehensive mastery of the native usage of very much. A further analysis indicates that the learning strategy, different thinking patterns and intra-lingnal transfer are the possible leading reasons of the above problems.
出处
《外国语》
CSSCI
北大核心
2012年第1期48-53,共6页
Journal of Foreign Languages
基金
江苏省教育科学"十一五"规划课题"信息技术环境下语料驱动自主学习模式研究与实践"(D/2009/01/041)
2011年常州大学教育教学研究课题"信息技术环境下英语教师自主研究"
