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rning of vocabulary. With this awareness of theimportance of vocabulary learning, many studies on that have been brought out, alsoincluding the emphasis on the collocation. According to Brown, objectives ofvocabulary learning are to improve both oral comprehension and reading speed andthis 'feed forward' element in listening and reading can be helped by increasing thestudents' knowledge of collocation，，(1974: 1). Apparently, if the learner can mastermore fixed expressions, there will be fewer difficulties in their language learning.Pawley & Syder (1983： 191) argue that “in the store of familiar collocations,there are expressions for a wide range of familiar concepts and speech acts, and thespeaker is able to retrieve these as wholes or as automatic chains from the long termmemory, by doing (his he minimizes the amount of clause-internal encoding work tobe done and frees himself to attend to other tasks in talk-exchange, including theplanning of larger units of discourse”.Thus, collocation is an indispensable part of English learning for Chineselearners, in their listening, speaking, reading or writing. And therefore, the translationof collocation is also a important part in the language study and learning.
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2.2 VO Collocations
There are few studies on the verb-object collocations in western literatures, as currently conceived at any rate.At present, most studies mainly focus on one category of conventionallyrestricted lexical collocations—verb-noun collocations, for the fact that it representsthe propositional content and is crucial to the language production and construction.Many researchers (e.g. Mahmoud 2005; Chia-Chuan 2005; Zhang and Li 2004) haveconfirmed the notion that verb-noun collocations are the most frequent lexicalcollocation error type.In China, Zhang and Li (2004) carry out a research to find out the misuse of thecollocation patterns in CLEC and the result shows that Chinese college learnersshowed higher frequency of errors in their use of verb-noun collocations than anyother kinds of collocation patterns.Altenberg and Granger (2001) explore the grammatical and lexical patterning ofMAKE in native and non-native student writing. They focus on what proves to be thetwo most distinctive uses of MAKE, the delexical and causative uses. Results showthat EFL learners, even at an advanced proficiency level, have great difficulty with ahigh frequency verb such as MAKE. Venkatapathy and Joshi (2005) measure therelative compositionality of verb-noun collocations by integrating features. Theydefine novel measures (both being collocation-based and context-based measures) toevaluate the relative compositionality of multi-word expressions of V-N type. Theypresent that the relation of these features with the human ranking is much superior tothe relation of the traditional features with the human ranking.
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Chapter 3 Research Methodology........ 11
3.1 Corpus-based study .......11
3.2. Corpora of Hong Kong Education Laws (CHKEL)....... 13
3.3 Research Tools....... 15
3.4 Construction of the Corpus....... 19
3.5 Approach of Data Analysis....... 20
Chapter 4 Data Analysis of the Results....... 21
4.1 Comparative Study of The VO Collocation inCHKEL .......21
4.2 Features of VO Collocations in CHKEL....... 22
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