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英语介词“on”使用的数据驱动研究
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Abstract:
介词在英语中不仅功能多，使用频率也很高，因此它在英语中一直占据着关键地位。在所有的介词中，介词“on”是很重要的。在LOB (Lancaster-Oslo/Bergen)和Brown语料库中，“on”是第六个最常被使用的介词。不仅如此，在中国学习者英语语料库CLEC (Chinese Learner English Corpus)中，它也高居前列，是中国学习者最常使用的第七个介词。如今关于“on”的研究越来越多，然而大部分都是从认知语言学的角度研究它的，仅有几篇是研究中国英语学习者对它的使用。本研究致力于研究中国学习者对介词“on”的使用情况，并利用错误分析理论分析他们所犯的错误。错误分析理论是研究第二语言习得的重要理论，其关注点是学习者所犯的错误。自其产生起，它就广泛地被应用在语言学研究中。300篇中国学习者的作文构成了本次研究的语料库。研究工具包括AntConc和TreeTagger。研究发现，大多数的中国学习者能够正确使用介词“on”。但是，在他们对“on”的不同分类的使用上面，有着明显的数据差异。研究还发现，中国学习者更常使用“on + 冠词a/an/the + 名词noun”、“动词v + on”和“on + 名词noun”这三种形式。在该语料库中，一共有27个与“on”有关的错误。根据Dulay、Burt和Krashen的理论，本研究将其分为五类：省略错误、添加错误、排序错误、构成错误以及选择错误。每种错误类型的比例分布不同，因此本研究对这些错误的原因进行了探讨。导致这些错误的原因也在该研究中有所探讨。基于这些研究结果，本文提出了针对介词“on”的教学和学习的指导和建议。
Due to their various functions and frequent use, prepositions are crucial in English. Among all the prepositions, preposition “on” takes up an important position. It is the sixth most frequently used preposition in LOB (Lancaster-Oslo/Bergen) corpus and Brown corpus and the seventh in CLEC (Chinese Learner English Corpus). Although an increasing number of studies have been conducted, most of them are aimed at exploring it in a cognitive approach. There is little research focusing on Chinese learners’ use of it. This research aims to explore Chinese learners’ use of preposition “on” and then analyze their errors through Error Analysis. Error Analysis is an approach to understand-ing second language acquisition. It is a type of linguistic analysis that focuses on the errors made by learners and has been largely applied to linguistic research. 300 Chinese learners’ compositions constituted the corpus of this study. Instruments including AntConc and TreeTagger were used. It was found that most Chinese learners used preposition “on” correctly. But, there were significant statistical differences in Chinese learners’ use of different categories of preposition “on”. It was also found that Chinese learners tended to use three forms: “on + a/an/the + noun”, “v + on” and “on + noun”. There were 27 errors in this corpus. Based on Dulay, Burt and Krashen’s theory, they were classified into five types, namely, omission, addition, misordering, misformation and misselection. Each type accounted for a different proportion, so the causes of these errors were explored in this study. Factors contributing to them were also investigated in this paper. Based on these findings, some suggestions are given for the learning and teaching of preposition “on”.
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