本文是一篇英语语言学论文，本研究从概念迁移的角度探讨了英语作文中动名搭配错误的类型和原因。主要研究结果如下：第一，共有9类错误，包括动词错误、名词错误、用法错误1、用法错误2、动词介词错误、名词介词错误、判断错误、数字错误和结构错误。从369名非英语专业学生的1169篇作文中，共发现1151个动名词搭配错误。在这9种错误类型中，动词错误是最常见的错误类型，第二位是第二位，其次是名词错误、动词介词错误、限定词错误、数字错误、名词介词错误、第1位错误和结构错误。
1 Introduction
1.1 Research Background
Since the 1970s, more and more linguists pay attention to the field of collocation.Besides, the definition system and research methods are developed continuously. It should benoted that English collocation are called “collocation” in this paper. With the development ofcollocation research, scholars study a certain category of collocation. Professor Gui and Yangfound that the collocation error is the sixth most frequent error in Chinese students’ Englisherrors and verb-noun collocation error is the most frequent collocation error[5]. The study ofverb-noun collocation is an important research point and also a research interest[3, 6]. Theauthor searches the keyword “verb-noun collocation” in CNKI (China National KnowledgeInfrastructure) from the year 2001 to 2021 and the number of published articles is shown inFig. 1.1. The number of articles published with the keyword “verb-noun collocation” is on therise according to CNKI.
1.2 Research Objectives and Significance
Based on the theoretical foundation, i.e. conceptual transfer, this study takescompositions by non-English students from Dalian University of Technology as researchmaterials to analyze the verb-noun collocation errors in English writing, the causes ofverb-noun collocation errors from the perspective of conceptual transfer, and the relationshipbetween types and causes of verb-noun collocation. There are two purposes:
Firstly, this study aims to give some enlightenment on verb-noun collocation learningand teaching for Chinese English learners and teachers. The present study is closely related tothe verb-noun collocation learning and teaching in written English by non-English majorstudents. The research results can help teachers understand the types and reasons for students’errors. Then it can guide students to reduce the occurrence of mistakes so as to improve theproficiency and accuracy of students.
Firstly, this study aims to give some enlightenment on verb-noun collocation learningand teaching for Chinese English learners and teachers. The present study is closely related tothe verb-noun collocation learning and teaching in written English by non-English majorstudents. The research results can help teachers understand the types and reasons for students’errors. Then it can guide students to reduce the occurrence of mistakes so as to improve theproficiency and accuracy of students.
2 Literature Review
2.1 Review of Collocation
2.1.1 Studies on Definition and Classification of Collocation
As an important term in contemporary linguistic research, “collocation” was firstproposed by British scholar Firth who was recognized as the “Father of Collocation”. Heclaimed that “you shall know a word by the company it keeps”[9].
Henceforth, some other definitions of collocation also arose. British linguist Sinclairdefined “collocation” as “the occurrence of two or more words within a short space of eachother in a text” [1]. German scholar Cowie regarded collocation as “a type of wordcombination” from a phraseological approach[10].
Scholars have done research on the classification of collocation. Cowie dividedcollocation into 4 types: free combination (e.g. drink tea), restricted collocations (e.g. performa task), figurative idioms (e.g. do a U-turn) and pure idioms (e.g. blow the gaff) [10]. Chineselinguist Zhu divided collocation into 3 types according to the flexibility: idioms, conventionalcollocation and creative collocation [11]. Idioms are the lexical terms that have been fixed toappear together after long-term use, e.g. show the white feather. Conventional collocationrefers to terms that not fixed but often appear together, e.g. a lucky dog. Creative collocationrefers to those that contrary to language conventions and usua
