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Chapter Four Results and Discussion

4.1 The Analysis of Suppose
Because the co-occurrence rate which is based on the MI and T-score is not a necessaryand sufficient condition of judging if a collocate is significant，it is necessary to manuallysearch the concordance lines of collocates after calculating. For example, though thepreposition "to" appears 13 times in the span of “suppose”，it doesn't have a fixed positionand it almost can't collocate with the core word to form a significant collocation. Therefore，the manual search is rather necessary in this study. After reading all the concordance lines, the author found that no matter in the nativespeaker's corpus or in the Chinese English learner's corpus, the colligation pattern on theleft-hand side is more plentiful then the pattern on the right-hand side. In CLEC, the nodeword on the position N-1 is mostly the personal pronoun "I", In LFF, on the position N-1，themost frequent word is the personal pronoun "I". Also，the inteijection “well” appears often inthat position. When the personal pronoun “1” locates itself in the position N-2，it usuallycollocates with the negative particle word "don't". As for the right-hand side, the positionN+1, the colligation patterns in both corpora are similar because the word “suppose"tends tocollocate with the conjunction word “that”.

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Conclusion

This corpus-driven thesis paper has made a systematic comparison of the realization oflexical cohesion in meaning unit between Chinese English learners and native speakers fromfour aspects: collocation, colligation，semantic preference and semantic prosody. The six nodevmrdssuppose，seek, reduce,attention, effortmd impressionhawQ been investigated andanalyzed respectively. This chapter summarizes the major findings of the study in terms of thetwo questions，which are put forward at the beginning of the paper:
1. What are the difference in the lexical cohesion between Chinese English learners andEnglish native speakers?
2. How is the lexical cohesion realized by the way of meaning units?Then possible pedagogical implications are proposed, and in the end, the limitations ofthis study and suggestions for further study will be point out.
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Reference (omitted)