1 Introduction

This article introduces the definition, function, and usage characteristics of subjunctive verbs in language, and points out that the semantic basis of subjunctive verb collocation is weak and prone to errors, which is a difficult point in second language learning. At the same time, the shortcomings of existing research on the dynamic development of verb conjugation and the transfer effect of native language were emphasized, and the purpose of this study was proposed, which is to explore the dynamic changes in verb conjugation ability of Chinese learners based on different levels of English learners' writing corpus, and compare it with English learners whose native language is Spanish, in order to reveal the impact of native language transfer.

Related research on learners' acquisition of verb collocations with virtualization

Explored the acquisition of verb conjugation in English learners and the impact of native language transfer on this acquisition process. Sinclair proposed that the meaning of vocabulary in context can be semantically blurred due to co-occurrence of words, with verbs being particularly typical. Virtual verbs are often paired with event nouns to form a "virtual verb+noun" structure, such as "make a decision". This type of collocation is one of the structures that English learners find difficult to master. Foreign research mainly focuses on intermediate and advanced level learners, and has found that they have problems with using too few or too many verb collocations, and the types of collocations are also relatively single. Domestic research also focuses on middle and high-level learners, and finds that Chinese students have fewer types and quantities of verb collocations that can be proficiently used than native speakers, and tend to overuse high-frequency collocations learned in middle school. This study is based on the EF Cambridge Open Language Database and aims to explore the usage and developmental characteristics of verb conjugation in Chinese English learners at different levels, and compare them with native Spanish learners to investigate the impact of native language transfer. The study selected two typical imaginary verbs, make and take, as research objects to answer whether there are differences and developmental characteristics in the use of imaginary verb collocations by Chinese learners in English writing, as well as whether there are differences and mother tongue transfer effects compared to native Spanish learners.

3 Research Methods

This chapter introduces the research methodology, including the selection of corpora, research tools, and methods. The study used the EFCAMDAT corpus and selected A1 to B2 level exercises from Chinese learners and B2 level exercises from Mexican learners as controls. The research tools include Sketch Engine, USAS, Python, and R. The research steps include using CQL to retrieve virtualized verb collocations, calculating frequency and standardizing frequency, and using USAS for semantic domain annotation and correspondence analysis. In addition, qualitative analysis was conducted to explore the semantic domain features and native language transfer effects of verb collocations in learners of different levels.

4 Results and Discussion

Through quantitative and qualitative analysis, this study explores the developmental characteristics and mother tongue transfer effects of Chinese English learners at different levels using verb conjugation in texts. Research has found that with the improvement of English proficiency, the frequency of Chinese learners using verb collocations with virtualization tends to increase overall, but B1 level learners have a tendency towards overuse. Through USAS semantic domain annotation analysis, it was found that the vocabulary richness of learners' verb collocations increases with their English proficiency, and the semantic domains used by middle and high-level learners are more abstract and involve a wider range of topics. At the same time, research has found that middle and low-level learners have a phenomenon of misuse in the use of verb conjugation, mainly due to the generalization and mixing of verb meanings, as well as the confusion of multiple semantic features of collocation nouns.

5 Conclusion

This study used the EFCAMDAT corpus to analyze the collocation of the two imaginary verbs' make 'and' take 'by Chinese English learners at different levels, and compared them with native Spanish English learners to explore the impact of native language transfer. The results showed that low-level learners tend to use vague verb collocations in a relatively simple manner and have low motivation; Moderate level learners exhibit overuse; High level learners are able to use these combinations more richly and abstractly. The study also found that middle and low-level learners tend to generalize and mix the meanings of abstract verbs, which is related to the multiple semantic features of collocation nouns. The research results have implications for second language teaching, suggesting that textbooks should provide accurate language input, teachers should guide learners to use verb collocations correctly, and use data-driven methods to enhance learners' sensitivity to collocations. At the same time, teachers should use comparative teaching and other methods to help learners understand the differences between the two languages, promote positive transfer of the mother tongue, reduce negative transfer, and make learners' language output closer to that of native speakers.