A Corpus-based Study On Lexical Collocation Errors In Junior High School Students’ English Writing

Writing is an important expressive and productive skill.It is also one of the criteria to measure students’ language ability.In this regard,the curriculum standard for junior high school students makes a clear requirement in the writing.In addition,the core quality of English also mentions cultivating students’ language ability and thinking character.Writing is an important part of listening,speaking,writing and reading.At the same time,the writing practice is also conducive to the development of students’ ability of language expression and thinking.But the current writing teaching is not optimistic.However,the corpus-based collocation research is mainly focused on the field of college writing,and there are many researches in high schools,while there are few in junior high schools.Therefore,on the basis of the above research,this paper combines quantitative and qualitative analysis.Corpus statistics and interviews are used to carry out the research.The research on lexical collocation errors based on the corpus embodies the idea of big data.The number of words required for junior high school students to write the composition is not enough to cover more collocations,so this paper collects 68 texts of the first grade,66 texts of the second grade,231 texts of the third grade-a total of365 valid texts.Then,a mini closed corpus is built and denoised with reference to the CLEC corpus and COCA corpus.Based on the error analysis theory,constructivism theory and corpus-driven theory,with the combining Hausmann’s error classification theory,six common kinds of collocation errors are studied,namely noun-noun collocation CC1,noun-verb collocation CC2,verb-noun collocation CC3,adjective-noun collocation CC4,verb-adverb collocation CC5 and adverb-adjective collocation CC6.In addition,the method of teacher-student interview is used,BFSU Collocater₁.0 statistical collocation force is also introduced,and semantic prosody analysis is also carried out to solve the following problems:（1）What is the distribution of the six collocation errors in junior high school students’ paper writing?（2）What is the specific cause of each type of collocation error?（3）How do people deal with the collocation errors and improve the teaching efficiency of writing?By running Antconc3.5.7,725 errors are found,including CC1 errors 32,CC2 errors 148,CC3 errors 322,CC4 errors 133,CC5 errors 61 and CC6 errors 29.Among them,CC3 has the highest collocation error rate（44.42%）,followed by CC2 noun verb collocation（20.42%）,followed by CC4（18.34%）,CC5（8.41%）,CC1（4.41%）,and CC6（4%）.Through the collocation strength and the prosody example analysis,this paper puts forward some teaching suggestions: attaching importance to the awareness of lexical chunks;timely use of the item-centered approach;the construction of micro-teaching text.