Analysis of noun (direct object) collocations with the high-frequency verb DO by Spanish students in an online learner corpus

  1. López Pérez, Sidoní 1
  2. Benali Taouis, Hanane 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 The American University of The Middle East
Revista:
Complutense Journal of English Studies

ISSN: 2386-3935

Año de publicación: 2019

Número: 27

Páginas: 99-120

Tipo: Artículo

DOI: 10.5209/CJES.63337 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Complutense Journal of English Studies

Objetivos de desarrollo sostenible

Resumen

Este artículo analiza colocaciones de sustantivos (función de objeto directo) con el verbo de frecuencia do por estudiantes universitarios españoles en un corpus de aprendizaje computarizado que contiene 155 participantes y un total de 246 muestras escritas. El corpus incluye las participaciones por escrito que los alumnos han realizado en un foro obligatorio de la asignatura no lingüística Herramientas TIC Aplicadas al Aprendizaje del Inglés, que es parte del currículo del Grado en Maestro en Educación Infantil en la Universidad Internacional de La Rioja (UNIR), en los cursos académicos 2014-2015 y 2015-2016. El análisis realizado demuestra que los estudiantes cometen errores de colocación con el verbo de frecuencia do en dos casos distintos: 1) cuando utilizan do en vez de make; y, 2) cuando hacen uso del verbo do como alternativa a otros verbos. Los resultados muestran distintos factores que están claramente interrelacionados. En primer lugar, los alumnos presentan dificultades para diferenciar entre el verbo do y make. En segundo lugar, utilizan do con construcciones léxicas que requieren del verbo make y con estructuras causativas que también requieren de dicho verbo. En tercer lugar, los alumnos hacen uso de estructuras que provienen de su lengua materna y que no siempre son correctas en inglés. Finalmente, los estudiantes muestran una competencia y conocimiento de colocaciones de nivel bajo. Todos estos aspectos traen consigo una serie de implicaciones pedagógicas para la enseñanza y el aprendizaje de las colocaciones con do que también pasamos a incluir en este artículo.

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Fuente de los datos: Dialnet