摘要本研究主要分析中国英语学习者语料库（CLEC）和英国高中生作文语料库（ALEVELS）中的三种比较级形式：分析式、综合式以及不规则形式。通过比较这三种形式在两个语料库中的具体使用情况，得出中国高中生在英语写作中存在的关于比较级使用的特征和需要解决的问题，以此来启发中学教师相应地制定有效可行的英语教学方案来帮助中国高中生在英语比较级的使用方面取得进步，从而提高英语书面表达的能力。研究得出：中国高中生在英语写作中比较级的使用不同于英国高中生。中国高中生更经常使用英语比较级的分析式和不规则式，相比之下，综合式使用少。其中，中国高中生经常使用的两个不规则形式比较级形式是more和better。另外，在中国高中生的英语作文中经常出现more+adj（单音节）和冗余两类误用比较级的情况。研究发现，中国高中生对比较级的使用与英国高中生存在差异的原因主要集中在三个方面：一是对英语语法和词义含义了解片面有偏差，二是母语迁移，三是词汇量小。关键词：比较级；高中生；语料库iAbstractThisstudymainlyanalyzesthreetypesofcomparativeformsinChineseLearnerEnglishCorpus(CLEC)andBritishhigh-schoolEnglishcorpus(ALEVELS):inflectional,periphrasticandirregularforms.Throughcomparingtheformsofcomparativedegreeinthetwocorpora,thisstudyrevealsthecharacteristicsandproblemsofChinesehighschoolstudentsintheuseofcomparativedegree.Inturn,itwillprompthigh-schoolteacherstomakeeffectiveteachingplansaccordinglyandhelpstudentstomakeprogressintheuseofcomparativedegree.Inthemeantime,theirwritingskillswillbeimproved.ResultsshowthatChinesehigh-schoolstudentsusecomparativedegreeinthedifferentwayfromEnglishnativehigh-schoolstudents.InthecompositionsbyChinesehighschoolstudents,inflectionalandirregularformsaremorefrequentlyused,whileperiphrasticformsareless.Amongirregularforms,thefrequencyofMoreandbetterarerelativelyhigh.Inaddition,thereexistssomemisuseofcomparativedegree,whichmainlyincludestwotypes:more+adj(monosyllabicadjective)andredundancycomparativedegree.Thisresearchshowsthatthemainfactorsthatcausesthesedifferencesanderrorsmightfocusonthreeaspects:TheyareChinesehigh-schoolstudents’misunderstandingofEnglishgrammarandsomewords,languagetransferofmothertongueandinadequatevocabulary.Keywords:ComparativeDegree,High-SchoolStudents,CorpusiiListofTablesandFiguresTable4.1FrequenciesandPercentageofComparativeDegreeinALEVELSandCLEC-ST2......................................................................................................................................16Figure4.1PercentageofComparativeDegreeinALEVELSandCLEC-ST2...................17Table4.2Top20InflectionalformsofComparativeAdjectivesinALEVELS.................18Table4.3Top20InflectionalformsofComparativeAdjectivesinCLEC-ST2.................19Table4.4PeriphrasticFormsofComparativeDegreeinALEVELSandCLEC-ST2........22Table4.5Top5CollocatesofMoreinALEVELSandCLEC-ST2...................................22Table4.6IrregularFormsofComparativeDegreeinALEVELSandCLEC-ST2.............24Table4.7MoreUsedasaComparativeEquivalentofManyandMuchorasthePeriphrasticFormofComparativeDegreeinALEVELSandCLEC-ST2..........................25Table4.8CollocationsofBetterinALEVELSandCLEC-ST2.........................................26Table4.9LessUsedasaComparativeEquivalentofLittleorasthePeriphrasticFormofComparativeDegreeinALEVELSandCLEC-ST2.......................................................27Table4.10ErrorTypesonComparativeDegreeinCLEC-ST2..........................................28Figure4.1PercentageofComparativeDegreein...
