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;    3.1.2 Native Speakers' Corpus.......... 30-31
    3.2 Instruments ..........31-32
        3.2.1 AntConc 3.2.0w.......... 31
        3.2.2 SPSS 11.5.......... 31-32
    3.3 Procedures of Data Collection ..........32-34
        3.3.1 Selection of the Node Words for Comparison..........32
        3.3.2 Data Collection ..........32-34
Chapter 4 Analysis and Discussion..........34-58
    4.1 The Senses of quite and rather.......... 34-35
    4.2 Features of quite and rather in Brown and CLEC..........35-38
        4.2.1 Features in Concordances ..........35-36
        4.2.2 Features from the Total Number ..........36-38
    4.3 Colligation of quite and rather in Brown and CLEC ..........38-41
    4.4 The Semantic Prosody of quite and rather in Brown and CLEC.......... 41-55
        4.4.1 Degree Adverbs+Adjective/Adverb.......... 41-51
        4.4.2 Degree Adverbs+Verb ..........51-52
        4.4.3 Degree Adverbs+Phrases.......... 52-54
        4.4.4 Degree Adverbs+Noun..........54-55
    4.5 Factors Affecting Chinese EFL Learners' Use of quite.......... 55-58
        4.5.1 First Language Interference.......... 56
        4.5.2 Overgeneralization ..........56-57
        4.5.3 Ignorance of Collocational Restrictions ..........57-58
Chapter 5 Conclusion.......... 58-62
    5.1 Major Findings.......... 58-60
    5.2 Pedagogical Implications ..........60
5.3 Limitations.......... 60-62

Conclusion

The research of the collocation of DAs in semantic prosody in Brown and CLECreflects some weakness in English language teaching and learning in China. The majorfindings in this thesis can provide some pedagogical implications as follows:
Firstly, Louw (1993) states that semantic prosody has been largely inaccessible tohuman intuition about language. This research also indicates that Chinese EFL learnershave little awareness of semantic prosody in their mind. It is suggested that theknowledge for semantic prosody should be made explicitly and transferred to secondlanguage learners. In addition, they need to understand the features through the actualuse of semantic prosody. With the development of corpus linguistics, teachers can teachwords based on corpora and the learners could be aware of the semantic prosody byusing corpora. Then, there will be fewer inappropriate in the collocates of semanticprosody of a word in materials of Chinese English learning.
Secondly, the differences in colligation usage reveal that colligation knowledge notonly play an important role in word patterning but also contributes a lot to meaning,which is particularly significant for language learners. Although an EFL learner wholac本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。