A Study On Noun-Noun Collocation Errors Of Senior High School Students From The Perspective Of Concept Transfer

In the process of students’ second language acquisition,collocation is undoubtedly an indispensable part.Any language is not the product of arbitrary combination of words.Therefore,in actual use,it should not only follow the restrictions of some internal mechanisms of language,but also be subject to the constraints of external elements of language.In this context,it is worrying for Chinese English learners whether they can master a large number of collocations.At present,the total number of noun noun collocation errors ranks the second among all lexical collocation errors in China’s English learner corpus.However,there are few researches on noun noun collocation errors,which are not thorough and thorough enough.This study is based on a self built small sample corpus of middle school students’ compositions and conceptual transfer as a theoretical framework to study noun noun collocation errors of Chinese high school English learners.The purpose of this study is to answer the following questions:(1)What are the most common types of errors in noun noun collocation?(2)Is there a significant difference in noun noun collocation errors between high score students and low score students?(3)In noun noun collocation,will the errors caused by conceptual transfer decrease with the improvement of students’ English scores?Around the above problems,based on the corpus tool resources and concept transfer theory,this study adopts the method of data statistics and corpus,selects a certain number of senior high school students’ compositions as the research sample corpus,compares the vocabulary and grammatical concepts of noun noun collocation in English and Chinese,and finds out the deep-seated causes of this collocation error,so as to further explore the high school students’ high school The purpose of this study is to explore the relationship between students’ English proficiency,noun noun collocation errors and concept transfer,so as to find out whether such errors will decrease with the improvement of learners’ language proficiency,so as to provide teaching enlightenment for English Teaching in ChinaThrough the analysis of the selected senior high school students’ English composition samples and translation tests,this study finds that there are five main types of noun noun collocation errors caused by concept transfer,namely,part of speech misuse,synonym misuse,information redundancy,prepositional conjunctions missing and "s" misuse;secondly,we find that most senior high school students admit that they commit this.Some of the mistakes were due to the influence of their mother tongue,and some students explained other reasons.This provides a basis for the author to explain these errors from the perspective of concept transfer.Finally,through the research and analysis of sample data,it is not difficult to find that there is a positive correlation between the concept transfer errors in noun noun collocation and the English proficiency of senior high school students,which is shown in the score distribution of the students Department.This study aims to promote the study of Conceptual Transfer Hypothesis(CTH)in vocabulary collocation of senior high school students,further explores the cognitive level and enriching language transfer theory,so as to provide teaching enlightenment for Chinese high school English learners.