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of a category is the core and representative member of the category (Rosch 1973), or a group of prototypical features (Coleman  and  Kay  1981).  Other  members  within  the  same  category  have  similar properties to the prototype.    One characteristic of the Prototype theory is the hierarchical structure of categories. More  specifically,  there  are  basically  three  levels  of  categories:  higher  level,  middle level  and  lower  level.  According  to  Lakoff  (1987),  the  basic-level  category,  or  the middle level,  for  example,  table,  dog,  chair,  etc.  can  be  easily  recognized  by  human beings  through  life  experience,  being  the  most  fundamental  in  human  cognition. Categories  at  this  level  are  perceptually  and  conceptually  the  more  salient.  In recognizing  and  explaining  a  fact,  people  always  take  members  of  the  basic-level category as prototypes, and comprehend other members by identifying their distinctive features (Zhang Yihua 2009: 127). The more prototypical features a member has, the more  prototypical  it  becomes.  Conversely,  the  more  non-prototypical  features  a member has, the more peripheral it becomes.  According to the prototype theory, the structural  pattern of dictionary definitions can  be  represented  by  ‘prototype  +/-  non-prototypical/distinctive  features’  (Zhang Yihua 2002).  Prototypical  features  mainly  consist  of two  types:  cognitive  model  and propositional  model.  The  former  refers  to  concrete  or  physical  properties  of  directly perceived things/events, while the latter refers to abstract semantic properties indirectly comprehended through analysis, deduction and abstraction. Both types of features may be included in certain lexical meanings or concepts (Zhang Yihua 2002).  

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CONCLUSION

In this chapter, a conclusion is drawn to put an end to the present study. Major findings, implications,  limitations  of  the  study,  as  well  as  suggestions  for  future  study  are presented respectively. Major findings of the present thesis can be concluded in the following aspects.  First, contrastive interlanguage analysis indicates that Chinese EFL learners have insufficient knowledge of semantic prosody. In CLEC, there are quite a few collocations which  are  unlikely  to  occur  in  native  English  output.  Reasons  of  these  language phenomenon  include:  transfer  of  Chinese  language,  overgeneralization,  insufficient language input and transfer of training. Second, through large amount of data processing, synonyms which are able to be differentiated by semantic prosodies are collected. COCA (updated to 2015) is the tool 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。