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1．Introduction1

1.1．Purpose of the present study1

1.2．Raison d'être2

1.3．Overview of the present study and major terms defined4

2．Relevant Theoretical and Practical Issues in Perspectives6

2.1．IL and relevant issues in SLA6

2.1.1．Interlanguage8

2.1.2．Error analysis10

2.1.3．Linguistic Universals and L1 Transfer13

2.2．Corpus linguistics and its applications15

2.2.1．Corpus and computational linguistics16

2.2.2．Applied corpus linguistics and the Internet19

2.2.3．Word sense disambiguation25

2.2.4．WordNet,Semcor and FrameNet30

2.2.5．Cobuild and TACTweb:online aids to corpora studies33

2.3．The role of lexis in L2 teaching and leaming35

2.3.1．Ahistorical perspective on vocabulary teaching and research through vocabulary selection35

2.3.2．West's A General Service List of English Words39

2.4．Verb classifications43

3．Research Design and Methodological Issues47

3.1．Research Design48

3.1.1．Rationale48

3.1.1.1．Why a contrastive study between West's list and Chinese leamers'performance?49

3.1.1.2．Why choosing verbs as a model construction interface?51

3.1.1.3．Similarities and dissimilarities52

3.1.2．Hypotheses and predictions53

3.1.2.1．Hypothesis one:Correlations in L1 and L2 data in sense selection are positively corresponded to the level of L2 acquisition and leaming53

3.1.2.2．Hypothesis two:Clustering in L1 and L2 data in sense selection is pattemed according to leamer levels in L2 acquisition and leaming55

3.1.2.3．Hypothesis three:There should be more collocates in L1 data than in L2 data56

3.1.3．Data57

3.1.3.1．Groupings of CLEC58

3.1.3.2．Groupings of verbs59

3.1.3.2.1．A complete list of the chosen verbs59

3.1.3.2.2．Grouping of the verbs according to their meanings63

3.2．Methodological issues73

3.2.1．Tagging of meanings74

3.2.2．Comparison of semantic frequency80

3.2.3．Studies of collocates82

3.2.4．Identification of similarities and dissimilarities by statistical means85

3.3．The corpora involved86

3.3.1．CLEC86

3.3.2．LOB87

3.3.3．BNC88

3.3.4．Longman corpus88

3.4．Textual analysis tools89

3.4.1．MicroConcord90

3.4.2．TACT91

3.4.3．WordSmith Tools92

4．Findings and Discussion94

4.1．Quantitative Analytical Procedures94

4.1.1．Comparison with West's Service List94

4.1.2．Comparison against Longman Corpus98

4.1.3．Comparison against LOB104

4.2．Qualitative procedures:results from case by case examinations110

4.3．Keyword studies116

4.4．Findings in summmary120

4.5．Related Issues in Perspectives122

4.5.1．The vocabulary lists in curriculum guides examined123

4.5.2．Proposal for newer vocabulary guides126

5．Conclusion129

5.1．Summary129

5.1.1．Conclusions regarding Hypothesis One:Pattems hidden in the seemingly different L1 and L2 verb uses129

5.1.2．Conclusions regarding Hypothesis Two:L2 leamers'repertoire of verbs comparable to L1 speakers'130

5.1.3．Conclusions regarding Hypothesis Three:Analysis of verbs sense selection pattems point to tendency of better semantic than syntactic attainment for L2 leamers131

5.2．Implications for language teaching and leaming133

5.3．Recommendations for further studies134

Glossary137

Bibliography144

Appendix A:Verbs by Semantic Domains from West and the CLEC151

Appendix B:Verb lists from BNC ＆ West's Service List158

Appendix C:Percentage curves for top 10 verbs168

Appendix D:Comparison of Verb Sense Uses in Percentages between 380 verbs in both West(1953)and the CLEC169

Appendix E:Key Verb Uses Compared in CLECMA against BROWN and CLECMA against LOB182