Abstract

The concept of semantic prosody has attracted great research interest in language teaching. Identifying learners’ perception of semantic prosody and collocation may be beneficial to vocabulary teaching. This study analyzes two pairs of synonyms in English writings of Chinese students and English native speakers based on the ICNALE corpus. The analysis finds that Chinese writers’ perception of semantic prosody is mostly consistent with that of native speakers. However, the use of collocation is quite different between them.

This work is licensed under a Creative Commons Attribution 4.0 License.