1 Introduction

The CIA model was proposed by Granger, which combines mother tongue and interlanguage comparative analysis to reveal learners' language characteristics through large-scale corpus research, improve research reliability and validity, and promote second language teaching. This article will use the CIA model and co-occurrence theory to compare and analyze the language characteristics of Chinese English learners and native English speakers through corpus analysis, especially the use of categorical words such as' as' and 'for example'. Foreign scholars have conducted multidimensional investigations on enumerated words, while domestic research is relatively scarce, mostly describing their usage through teaching regulations and lacking quantitative research. Chinese English learners have poor mastery of enumerated words in written expression. This article aims to reveal their usage characteristics and provide suggestions for foreign language teaching.

2 Research Design

Explored the differences between Chinese English learners and native English speakers in using such as and for example, and proposed suggestions for improving English teaching. The study selected three corpora, NESSIE, TECCL, and CLEC, and through comparative analysis, aimed to reveal the problems and reasons of Chinese learners' use of enumerated words. The research steps include extracting word frequency, annotating example sentence features, and applying the CIA model for comparative analysis.

Comparison of usage between native English speakers and Chinese English learners

By comparing the data of native English speakers and Chinese learners, the characteristics of Chinese learners in using such as as and for example were revealed. Research has found that Chinese learners use less in terms of overall frequency, especially in the TECCL_C corpus where the use of 'as' is significantly less than that of native speakers, while the use of' for example 'in the CLEC-C corpus is significantly higher than that of native speakers, indicating a tendency towards overuse. In terms of co-occurrence, Chinese learners are generally consistent with native speakers in the form and quantity of listing sub items, but there are deviations in the use of punctuation, especially in the excessive co-occurrence of periods on the left side of such as and for example. In addition, Chinese learners also have problems with the use of position in sentences, such as the high proportion of 'as' and' for example 'at the beginning of sentences. In the exam environment, these issues have intensified. These findings indicate that Chinese learners are influenced by past grammatical descriptions when using such as' as' and 'for example', leading to certain biases in their actual use.

4 Reasons for Differences

This chapter delves into the reasons for the differences among Chinese learners when using such as and for example. The internal reasons are mainly attributed to negative transfer of the mother tongue, that is, the habit of using listed words in Chinese interferes with English acquisition. Chinese enumeration words such as "for example" and "for example" have corresponding semantic and functional relationships with "such as" and "for example" in English, but fixed combination pattern enumeration words in Chinese (such as A+C form) do not have corresponding relationships in English, resulting in redundancy for learners in English use. In addition, Chinese tends to use categorical words at the beginning of sentences, which has also been transferred to English, resulting in excessive use of such as and for example at the beginning of sentences. Learner strategy is also one of the internal reasons, such as in academic writing during university, learners tend to use more innovative and advanced expressions, while in exam environments, due to time and psychological pressure, learners tend to use familiar phrases such as' as' and 'for example' more frequently.

5 Teaching inspirations

Chinese learners differ from native English speakers in using such as' as' and 'for example' in written expression, mainly obtaining lexical information through teachers, textbooks, and dictionaries. Teaching insights include: 1) Teachers can use corpora for early warning, improve corpus literacy, motivate learners, strengthen memory, and reduce improper use. Teachers can use the corpus of native English speakers for teaching design, select example sentences that are suitable for students' level, and design task instructions to guide students to observe, summarize, and compare usage and differences; Utilize the learner corpus to practice correcting incorrect sentences and enhance students' practice. 2) Revise the dictionary and textbook teaching aids based on the corpus, include such as' as' and 'for example', increase discrimination, avoid mixing, supplement discrimination content, provide specific data, add and reasonably select example sentences, in line with the usage habits of native English speakers.

6 Conclusion

Through the analysis of a large corpus, the differences between Chinese English learners and native English speakers in the use of 'as' and' for example 'were revealed, including frequency of use, punctuation marks, number of listed sub items, and co-occurrence of auxiliary listed words. Research has found that Chinese learners have a low frequency of use, overuse of 'for example' in exam environments, and excessive use of sentence prefixes. These differences may be related to negative transfer of the mother tongue, inadequate analysis of dictionaries and teaching aids in textbooks. Teaching inspirations include teachers should improve their corpus literacy and guide students to summarize usage; Lexicons and teaching aids should conform to the usage habits of native English speakers, ensuring comprehensive and data-driven analysis. This article combines the theory of co selection to comprehensively examine vocabulary and appearance environment, providing reference for other fixed phrase research. The study adopts quantitative and qualitative analysis to provide empirical support for English teaching, dictionary and textbook teaching aids compilation. Subsequent research can be conducted from the perspectives of overall analysis of English listed words, cross linguistic and diachronic studies, comparative analysis of learners with different native language backgrounds, etc., to explore the influence of native language on language acquisition, which has important value for foreign language teaching and cognitive fields.