A Comparative Study of Verb-noun Collocation Errors Committed by Chinese English Learners at Different Stages

Chinese students in the use of English, often with mistakes, so the analysis to understand the reasons generated with mistakes and identify methods to reduce with mistakes is considerable significance. Although there have been many people with mistakes, but will be in different stages of learning English learners with mistakes comparative analysis of the study also less. The Activity Name with mistakes in a high percentage of mistakes with the goals of the study as the different stages of the Chinese English learners Title with the mistakes comparative analysis. Analysis of this study by Gui Shichun, Yeung Wai-middle-established under the auspices of \arising from insufficient; 2) because the speaker is not properly understood Meaning generated; 3) Since the speaker inadequate vocabulary; 4) Since the Spoken by no Jilao the idioms and restriction with English 's. Whether it is related with mistakes and learners' mother tongue, The Activity Name with mistakes can be divided into dynamic name with interlingual errors and intralingual Activity Name with mistakes. Title CLEC in 1566 with mistakes, ST2, ST3, ST4, ST5 and ST6 of each sub-corpus action name with mistakes appear 213,598,505,90 and 160 times respectively. Randomly selected from each sub-corpus the 50 Title Classification comparative analysis with mistakes by reason. In this paper, through the analysis concluded that: 1) With the growth of English learners learn English time and raising the level of general English, their composition Activity Name overall decreasing trend with the number of mistakes; 2) the absence of proper understanding of The meaning of a word and did not remember the simplicity of English idioms and restrictive with mistakes accounted moving names with most of the mistakes; 3) for primary or intermediate stage of English learners, due to the lack of knowledge of grammar The Activity Name with mistakes occupy a certain proportion (about 10%); 4) Negative Transfer Title with mistakes in the proportion of more than half. Above studies show that to reduce dynamic name with the mistakes, the learner must: 1) With English learners learn English time the growth in their essay dynamic name mix will reduce the overall number of mistakes, so I spent more time learning English and strive to enter the higher stages of learning is an important way to reduce the dynamic name with mistakes; 2) pay attention to an accurate understanding of the meaning and memorizing English idioms and restrictive with English learning; 3) primary or intermediate stage Also note that English learners learn grammar knowledge, with particular attention to the distinction between transitive and intransitive verbs, nouns and adjectives; 4) due to negative migration by native Title with mistakes account for a large proportion of students writing paying particular attention to distinguish the nuances of similar meaning Chinese words with English words on the significance of Chinese idioms and restrictive, generally can not be with verbatim into English.