摘要
本研究通过对比分析中国学习者英语语料库中的四、六级作文和国际学习者语料库中的英美大学二、三年级的本族语者作文中高频动词 have的使用 ,发现四、六级作文在 have的用法上与本族语作文存在很大差别 ,问题主要集中在 have用做助动词或情态动词构成完成时或虚拟语气以及 have后跟名词做宾语这两种用法上。造成差异的原因可能是语内迁移、语际迁移、教科书的编写 ,教师的讲解 ,各种练习题的设计等等。最后探讨了基于语料库的研究对英语教学所带来的启示。
Based on the contrast and analysis between Band 4 and Band 6 writing of Chinese Learner Corpus and the native speaker writing of International Corpus of Learner English, it is found that on the usage of the high-frequency verb have there exist big differences between the writing of learners and native speakers,especially when have used as an auxiliary verb or a modal verb to form perfect tense or subjunctive mood or when have used as a causative verb followed by nouns as its subject. The resulting reason might be interlingual transfer, intralingual transfer, the composing of textbooks, teaching, or the design of exercises, etc. In conclusion, some suggestions concerning the pedagogical implications of corpus-based research to English teaching are made.
出处
《外语教学》
北大核心
2003年第2期77-80,共4页
Foreign Language Education
关键词
语料库
标准频数
差异
迁移
corpus
standardized frequency
difference
transfer
