中国学生英语作文中CAN的误用现象调查-- 一项基于语料库的实证研究

The misuse of CAN in Chinese EFL learners' English compositions: A corpus-based study

本文利用中国学习者英语语料库（CLEC）中的一、二年级非英语专业大学生作文子语料库（St3），对高频情态动词CAN的误用现象进行了分析和研究。结果表明，中国学生使用CAN时，在形式、语义等方面都存在相当数量的错误。某些基本的形式错误仍可以在此阶段的学生作文中观察到，如CAN后跟错误的动词形式；而语义方面误用最常见的是CAN与其他情态动词（如MAY）用法的混淆。总体来说，母语干扰是中国学生误用CAN的主要原因。

This paper studies the misuse of the modal verb CAN in the subcorpus of first-and second-year non-English major college students in the Chinese Learner English Corpus (CLEC). Several types of formal as well as semantic misuses of CAN are identified in the learner data. Developmental errors such as CAN being followed by wrong verb forms are still observed. The learners are also found to misuse CAN in contexts where other modals such as MAY should be employed. Taken as a whole， L1 interference seems to play a large role in the learners' misuse of the modal verb CAN.