A Study On Corpus-Assisted Teaching Of Verb Collocation

This research,enlightened by input hypothesis,level of processing theory,schema theory,attention theory,data-driven theory,constructivism theory and context theory,applying documents,experiment,test,corpus,questionnaire and interview,aims to answer the following questions:(1)What difficulties do junior students face in vocabulary learning?(2)Will corpus-assisted teaching of verb collocation facilitate students' comprehension,memorization and use of collocation?(3)Will students get used to and accept corpus-assisted teaching of verb collocation?Among the major findings are:(1)Collocation,an important part in vocabulary learning,is not well learned with traditional teaching and can be better learned with the corpus-assisted teaching.(2)Students,well aware of the importance of vocabulary and collocation learning,have little interest in doing so because they find no effective ways.(3)Corpus-assisted teaching of verb collocation can promote students' comprehension,memorization and use of collocation.(4)Most students are used to and accept corpus-assisted teaching of verb collocation yet a small group of students cannot for it consumes much time and requires a high level of students' self control.This research verifies that corpus-assisted teaching of verb collocation helps students' collocation learning and can be applied in junior English teaching and learning.