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A Comparative Study of High Frequency Verb "Do" in Spoken English between Chinese English Majors and the Native Speakers of English

Author: CaiYe
Tutor: ZhouWeiJie
School: Yangzhou University
Course: English Language and Literature
Keywords: do High-frequency verbs Spoken language Corpus-based study
CLC: H319
Type: Master's thesis
Year: 2010
Downloads: 127
Quote: 0
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Abstract


This study aimed to compare Chinese English speaking students and native speakers in the use of high frequency verbs do, in order to find the similarities and differences between the two. Its significance lies in providing Chinese English Majors' Spoken do help to improve the overall characteristics and oral learners output. This study is based on the theory of error analysis, interlanguage comparative analysis and markup language transfer theory. This study specifically address the following two questions: 1. Chinese English speaking students and native speakers use in do-what difference? 2 Chinese students and native speakers of English spoken do what is the use of the same point ? corpus in this study comes from the Chinese learners of all oral and written corpus of spoken language corpus Task3 role playing part in the TV and the British National Corpus dialogue section. Data analysis is divided into four steps: identify with Antconc 3.2.1 corpus frequency verbs do; classify high frequency verbs do; manually labeled; using the chi-square test for two corpora to compare the data. This study found that there are two points. The first is Chinese English Majors and native speakers in the use of verb do when there are significant differences, namely Chinese English majors tend to overuse do. The reason may be negative transfer of mother tongue, excessive generalization, to do as a universal verbs and excessive emphasis on teaching language points. However, there are some collocations, Chinese students and native speakers of English are common use, it may be because language is due to migration. This finding Dengyao Chen (2005) study results. The second is Chinese English Majors and native speakers in the use of auxiliary do the d4, d5, d6 usage when there are significant differences, namely Chinese English majors tend to overuse do. This may be required by the exams, test anxiety and time constraints caused. This finding Qi Yan (2006) findings are consistent. In addition, the Chinese students and English native speakers in the use of auxiliary do the d5, d6 usage also use some common collocations, and they are rarely used d7 usage. This may be due to migration and d7 mother tongue is the mark of usage. This study provides three inspirations Oral English Teaching. First of all, should be used in teaching English Corpus-based methods to reduce mother tongue interference. On the one hand, through observation and analysis of authentic language, to develop learners with awareness; the other hand, by comparing native speakers and learners corpus corpus, student teachers can discover the problems and mistakes. Secondly, English teachers should be raised with the awareness of Chinese English Learners. In language teaching, teachers its definition, classification and examples. In addition, teachers and students should use the corpus and the Internet to find the authentic language to help with vocabulary learning. Finally, the English teachers should design tasks simulated exam environment for students to practice to relieve test anxiety. In addition, they should also create more opportunities for students to practice spoken English. This study has several limitations. First, the two sub-corpus size, Chinese English majors corpus corpus fewer than half of native speakers. Second, two different sub-corpus corpus source, an English major students from China, the other is more complex. Third, the two different sub-topic corpus, Chinese English majors topic closely with their lives, the topic of native speakers broader, involving all aspects of society, which may be to some extent affect the results of this study . In addition, the classification of this study do, although the \

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CLC: > Language, writing > FOREIGN > English > Language teaching
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