Collocations of English Emotion Expressions in High School Textbooks
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참고문헌
초록
The purpose of this study is to examine similarities and/or differences between emotion collocations (emotion adjective + preposition) presented in high school English textbooks and the Corpus of Contemporary American English (COCA), and to analyze the underlying conditions on the choice of prepositions in emotion collocations by referring to the COCA. For the analysis, emotion collocations were extracted manually from 16 high school English textbooks in Korea. Then, how these emotion adjectives were collocated with prepositions by native speakers was investigated referring to the COCA. The similarities and/or differences in the prepositions between the two corpora were examined focusing on the diversity of prepositions in emotion collocations. The findings reveal that most of the emotion adjectives in the textbooks combine with only one preposition, while some combine with two; in contrast, data from the COCA suggests that emotion adjectives can combine with various prepositions. The study makes a significant contribution to the field as it provides a better linguistic understanding of emotion collocations, and warns against the textbook-set rule on emotion adjectives. Implications for improved pedagogical practices for EFL learners are provided.
Abstract
The purpose of this study is to examine similarities and/or differences between emotion collocations (emotion adjective + preposition) presented in high school English textbooks and the Corpus of Contemporary American English (COCA), and to analyze the underlying conditions on the choice of prepositions in emotion collocations by referring to the COCA. For the analysis, emotion collocations were extracted manually from 16 high school English textbooks in Korea. Then, how these emotion adjectives were collocated with prepositions by native speakers was investigated referring to the COCA. The similarities and/or differences in the prepositions between the two corpora were examined focusing on the diversity of prepositions in emotion collocations. The findings reveal that most of the emotion adjectives in the textbooks combine with only one preposition, while some combine with two; in contrast, data from the COCA suggests that emotion adjectives can combine with various prepositions. The study makes a significant contribution to the field as it provides a better linguistic understanding of emotion collocations, and warns against the textbook-set rule on emotion adjectives. Implications for improved pedagogical practices for EFL learners are provided.
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