Estudio de corpus comparativo sobre el uso de colocaciones en hablantes nativos y no nativos de inglés
ABSTRACT: Research on second language acquisition has shown the importance of collocational competence in the production of natural and fluent English. Several studies have explored learners‟ production of collocations showing their problematic nature. However, the collocational knowledge of Spanish...
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| Formato: | tesis de maestría |
| Fecha de publicación: | 2015 |
| País: | España |
| Recursos: | Universidad de Cantabria (UC) |
| Repositorio: | UCrea Repositorio Abierto de la Universidad de Cantabria |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.unican.es:10902/8459 |
| Acesso em linha: | http://hdl.handle.net/10902/8459 |
| Access Level: | acceso abierto |
| Palavra-chave: | Colocaciones Corpus de aprendices Nivel de competencia, Colocaciones verbo-nombre Corpus nativo Adquisición de una segunda lengua Collocations Learner corpus Proficiency level Verb-noun collocations Native corpus Second language acquisition |
| Resumo: | ABSTRACT: Research on second language acquisition has shown the importance of collocational competence in the production of natural and fluent English. Several studies have explored learners‟ production of collocations showing their problematic nature. However, the collocational knowledge of Spanish learners has not been investigated in much detail so far. This paper presents a corpus-based study on the collocational production of Spanish learners of English at two different levels of proficiency: intermediate and advanced. Verb-noun collocations with three high frequency verbs (take, make and have) were extracted from a learner corpus (SULEC) and compared with data from a native corpus (BNC). The results of the study provide three main findings. Firstly, learners tend to underuse certain collocations found in the native data but, in contrast, they overuse collocations that are not so frequent in the written discourse of native speakers. Secondly, intermediate students produce a higher number of collocations than advanced students but also a higher number of miscollocations. As previous studies show, learners who attempt to produce more collocations are likely to make errors more often. Finally, the present work confirms previous research in showing that L1 influence tends to be the main source of errors in the learners‟ production of collocations. |
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