Corpus-Based Error Analysis of Chinese Learners’ Use of High-Frequency Verb Take

This study investigated the erroneous use of high-frequency verb TAKE by Chinese college learners English as a foreign language (EFL), aiming to identify similarities and differences between EFL learners, aimed at finding out more effective ways for teaching researching verbs. Corpus-based Contrastive Interlanguage Analysis Error were carried in present study, with subcorpora ST4 ST6 CLEC (Chinese Learner Corpus) learner corpora. 
 The analyses involved misuse learners. error analysis was based on classification corpus CLEC. From perspective overall frequency, commit fewer errors than types, have much common. That is, types “wd” “cc” take up an overwhelming part all both corpora. These are caused some interlingual intralingual factors such transfer, overgeneralization, communication strategy. In comparison, process learning, non-English majors interfered their mother tongue larger extend majors.