1. A CORPUS-BASED STUDY OF COLLOCATIONS OF HIGH-FREQUENCY VERB —— MAKE
Wan Hua
Shanghai University

2. Research purpose
This paper endeavors to probe into all types of collocation. Its primary focus is to explore the principles that underlie collocational differences between native speakers of English and Chinese learners of English by observing, describing and explaining their respective linguistic behavior, so as to offer some useful suggestions for references in foreign language instructions.

3. Research methodology Contrastive analysis
A case study on the differences between native speakers and non-native speakers concerning the high-frequency verb “make”. A systematic contrastive analysis is conducted on real-life linguistic data collected from British National Corpus (BNC) and Chinese Learners English Corpus (CLEC).

4. outline Definitions and classifications of collocations
Data and findings
First, data collection and classification.
Second, contrast and analysis of the data.
Third, findings and explanations of the differences and similarities in the data.
conclusion

5. Definitions and classifications of collocations

6. Table 1 Cowie’s delimitation of collocations
defining
example
free combination
- restriction on substitution can be specified on semantic grounds
-all elements of the word combination are used in a literal sense
want a car
read the book
collocation
- some substitution is possible, but there are arbitrary limitations on substitution
at least one element has a non-literal meaning, and at least one element is used in its literal sense; the whole combination is transparent
perform a task
play the role
figurative idiom
- substitution of the elements is seldom possible
- the combination has a figurative meaning, but preserves a current literal interpretation
do a U-turn
do a favor
idiom
- substitution of the elements is impossible
- the combination has a figurative meaning does not preserve a current literal interpretation
blow the guff
rain cats and dogs

7. Table 2 Nesselhauf’s delimitation of collocations
defining
example
free combination
- elements are used without arbitrary restriction on their commutability
buy a pen
read a paper
collocation
- nouns are used in the sense without arbitrary restriction but verb in the given sense restricted to certain nouns
shrug one’s shoulder,
make a decision
idiom
- either no separate senses can be identified for the verb and the noun
sweeten the pill kick the bucket

8. Table 3 Classification of collocations in the present study
defining
Example
free collocation
The elements are substituted without arbitrary restriction
read a book
restricted collocation
The nouns are used in the sense without arbitrary restriction but verb in the given sense restricted to certain nouns
perform an operation
Fixed collocation
The separate literal senses can not be guessed for the verb and the noun
face the music

9. Data and Findings

10. Table 4 Overall frequency of make in CLEC-ST5
node
make
makes
made
making
“make” in all forms
frequency
375 78
239 41
733

11. Table 5 Overall frequency of make in BNC
Node
make
makes
made
making
“make” in all forms
frequency
77392
16485
92659
27105
213641

12. Table 6 Overall result from ST-5 and BNC
Make
BNC %
CLEC-ST5
Idioms 18
3.5 3
0.5
make up 21
4.2 17
2.8
make + noun / pronoun + noun 13
2.6 14
2.3
make + noun / pronoun + verb 45
8.9 84
make + noun / pronoun + adjective 83 16
150 25
make + adjective 26
5.1
2.2
make + noun
286
56.6
223 37
(be) made (up) of 67
11.2
make + verb 5 1
others 8
1.6 27
4.5
total
505
598

13. Table 7 Comparison of make use of in CLEC-ST5 and BNC
frequency
number of
adjectives
make (adjective) use of
CLEC-ST5 14
4(28%)
make good use of, make full use of, make the best use of, make the great use of
BNC 11
5(45%)
make heavy use of, make full use of, make more constructive use of, make increasing use of, make frequent use of

14. Findings
Corpus evidence based on contrastive studies indicates that significant differences exist between native speakers of English and Chinese learners of English in the use of “make” in terms of choice of collocates and their frequencies.
The study concludes that L2 learning is affected by native language, target language and learning strategies as well.

15. Conclusion Implications for L2 Learning and Teaching in China
1. Developing Learner’s Consciousness of Collocation
2 Facilitating Learning Strategies
3 Teaching Collocations