Конструкции С Опорным Глаголом В Речи Изучающих Русский Язык Как Иностранный

Abstract

The present study explores Italian-speaking learners’ knowledge of support (light) verb constructions. It involves an investigation of the deviations found in a learner corpus, the quantitative comparison of learners’ and native Russian speakers’ collocation production and an elicitation test. This study reveals deficiencies of learners’ collocational knowledge resulting in misuse, underuse or overuse of support verb constructions. To conceal these deficiencies, two strategies are used by learners: L1 transfer and avoidance.