【作者】 李艳；

【导师】 蔡忠元；

【作者基本信息】 南京航空航天大学 ， 外国语言学及应用语言学， 2012， 硕士

【摘要】 搭配和错误分析历来受语言学研究重视，将两者结合起来的研究近年来也开始受到关注。语言学家和英语教师公认，搭配错误在二语习得者的产出性错误中占很大比例，但并未受到足够重视，尤其是形容词名词的搭配。实际上，二语学习者在形名搭配的运用上表现出明显不足。本文以南京航空航天大学英语专业四个年级120名学生为调查对象，采用错误分析的方法，考察四个年级学生作文中形容词-名词搭配的使用情况，研究结果如下：(1)英语专业四个年级学生作文中形名搭配数量和类型，随着年级和语言水平的提高而递增，与专业知识和语言水平成正比关系，但学生作文中使用的形容词名词搭配类型明显不丰富，四个年级的高频搭配均集中于品质形容词和类属形容词两类。(2)四个年级学生作文中形名搭配错误分布频率和趋势不同于形名搭配数量和类型的分布趋势。四个年级的形名搭配错误并不总是随着年级和英语水平的增长而递减，由于专业二年级学生的形名错误最多，导致四个年级形名错误的整体趋势呈倒“V”型分布。(3)本文把形名搭配错误划分为语内错误、语际错误、交际策略错误和引导性错误，并对错误原因进行分析。结果显示，专业一二年级学生的语际错误居多，主要是由母语负迁移引起的；三四年级学生所犯语内错误最多，主要原因是过渡概括、违反搭配规则、语义韵不和谐和近义词语义混淆；回避策略和教师、教科书的错误引导分别导致了交际策略错误和引导性错误。根据本研究结果，本文提出教学建议。第一，利用语料库和搭配词典提高英语专业学习者的词汇搭配输入量。第二，教师应该为学生提供足够的目的语词汇搭配语料，注意文化差异。第三，教师的实际教学中，应该有意识的培养并提高学生的词汇搭配意识。最后，教师实际教学过程中，应采用语法法、词汇法、和语义法相结合的综合法进行搭配教学。更多还原

【Abstract】 Collocation and Error Analysis (EA) have always attracted much attention of linguists. In recentyears, researches on the combination of collocation and error analysis (EA) have become anincreasing concern. Although linguists and English teachers admit that collocational errors take up alarge proportion of productive errors in second language acquisition (SLA), adjective-noun (AN)collocation and adjective-noun collocational error (ANCE) do not receive sufficient attention. As amatter of fact, adjective-noun collocation competence of second language learners is insufficient.Based on the linguistic theory of collocation and error analysis (EA), this thesis investigates thecharacteristics of adjective-noun collocation used by English majors.120English majors fromfreshmen to seniors are participants in this paper. The findings are as follows:(1) The number and patterns of AN collocations both increase with the language level andlearning process, which shows a direct correlation. However, the types of AN collocations, mainlyfocusing on qualitative adjectives and classifying adjectives, are not in a variety.(2) The distribution and tendency of collocational error, unlike the tendentcy of AN collocations,do not increase with the language level and professional learning process. The whole tendency is justlike an inverted “V” for sophomores committing the most errors among the four grades.(3) This paper classifies the AN collocational errors into intralingual errors, interlingual errors,communicative strategy-based errors as well as induced errors. The causes are as follows: intralingualerrors mainly committed by freshmen and sophomores are caused by L1negative transfer; interlingualerrors mainly committed by juniors and seniors are caused by over-generalization, violatingcollocation restrictions, semantic prosody inharmony and semantic confusion; avoidance andteacher-and-material induction cause communicative strategy-based errors and induced errors.In accordance with the analysis, the author puts forward some constructive suggestions forcollocation teaching. First, teachers should teach collocations by using native corpora and collocationdictionary. Second, teachers should provide sufficient and high-quality materials to improve theircollocationability. Third, teachers should consciously raise students’ collocation awareness. Finally,teachers can adopt an integrated approach to teach collocations.更多还原