Relevant bibliographies by topics / Collocations

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Collocations'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 November 2023

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Journal articles on the topic "Collocations"

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Cao, Dung Thi Phuong, Phuong Dzung Pho, and Dang Nguyen Anh Chi. "PROFILING COLLOCATION USE IN ENGLISH TEXTBOOKS FOR VIETNAMESE STUDENTS." Journal of English Education 6, no. 2 (December 31, 2021): 82–91. http://dx.doi.org/10.31327/jee.v6i2.1579.

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The study investigates (1) collocational profiles of an English textbook series for students from elementary to high schools in Vietnam, (2) the relevance of collocations targeted to high frequency collocation lists suggested in the literature, and (3) the recycling of the targeted collocations. An English corpus of 312,770 word tokens was built from the textbook series from which 13,292 collocations of verb-noun and 11,079 collocations of adjective-noun patterns were identified. The study found that frequencies of occurrences of collocation tokens and types increase from one grade level to another. Collocations targeted in the textbooks only cover 10.5% of the collocations recommended in an academic collocation list, and 31% were identified not high-frequency collocations. 76% of collocations are not recycled or recycled not to the point where learning is likely to occur. Implications for learning and teaching collocations and materials designing are discussed.
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Sipayung, Rohdearni Wati, and Erikson Saragih. "Contextualizing EFL Learners’ Proficiency in Using English Collocations." JEELS (Journal of English Education and Linguistics Studies) 10, no. 1 (January 7, 2023): 1–25. http://dx.doi.org/10.30762/jeels.v10i1.700.

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Proficiency in using a foreign language cannot be separated from mastery of collocation in the target language. Although several previous studies have explored collocations in various forms of oral communication; however, few studies have investigated the context of collocation use and proficiency in collocation use by EFL learners. This study aims to describe the English collocation competence and collocational mistakes of Indonesian (EFL) students. A total number of 50 students from an English education department in Medan, Indonesia, served as the subjects. The research instrument was a 50-item Simple Completion Test that the researchers created themselves. It assessed students' understanding of four different lexical collocations: pure idioms, figurative idioms, free combinations, and restricted collocations. The findings showed that pure idioms were the most difficult for these students, while free combinations posed the fewest number of a challenge. Student performance on restricted collocations and figurative idioms were roughly equal. The student's inconsistent responses often showed a lack of proficiency with English collocations. It is concluded that poor first language transfer is to blame for the collocational errors made by EFL learners. The greatest way to get more proficient at using collocation while avoiding errors that have been identified thus far is to utilize it as frequently as feasible in English.
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Cao, Dung Thi Phuong, Phuong Dzung Pho, and Nguyen Anh Chi Dang. "THE TREATMENT OF COLLOCATIONS IN ENGLISH TEXTBOOKS FOR VIETNAMESE STUDENTS." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 18, 2022): 220. http://dx.doi.org/10.15639/teflinjournal.v33i2/220-239.

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The present study investigates collocational profiles that appear in the English textbook series for Vietnamese students from elementary to high school grades by identifying how the series covers collocations in terms of frequency and how the mode of collocation presentation aligns with recommendations in the existing literature. A total of 30,005 collocations of both verb-noun and adjective-noun patterns were identified, of which 1,078 are targeted collocations. The study found that the frequencies of occurrences of collocation tokens increase steadily alongside the three grade levels, while the frequencies of collocation types are not distributed proportionately. As for the mode of collocation presentation, targeted collocations and collocation exercises follow the best practices recommended in the literature to a certain extent and in some criteria; inconsistency, however, was found to be one of the shortcomings across those evaluation criteria. Pedagogical implications for teachers and textbook authors are discussed.
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Abdullayeva, Umida Rakhmatovna. "STRONG BOND BETWEEN ACADEMIC WRITING SKILL AND ENGLISH WELL-STRUCTURED COLLOCATIONS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 05 (May 1, 2022): 52–55. http://dx.doi.org/10.37547/philological-crjps-03-05-12.

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The given article is dedicated to reveal how crucial is learning collocations, while getting new fixed expressions in boosting academic writing skills of ESL learners. A thousand research articles written in English in the field of collocation teaching and the role of them in writing. Types of collocations were analyzed and categorized. The categorized collocations were improved through collocations dictionaries to make a comprehensive list of collocations. The findings illustrated that ESL learners rely on collocations while writing academic texts. Additionally, learners’ cognitive abilities, mother tongue impact, linguistic features of collocations, educational context, proficiency of language, teachers’ and learners’ perception of collocations, and the use of corpus-based materials might make contributions to learners’ collocational acquisition.
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Patekar, Jakob, and Nataša Košuta. "Croatian EFL learners’ collocational competence: Congruent and incongruent collocations." Training, Language and Culture 6, no. 3 (September 22, 2022): 9–31. http://dx.doi.org/10.22363/2521-442x-2022-6-3-9-31.

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The paper describes Croatian EFL learners’ collocational competence with regard to congruent and incongruent collocations. Congruent collocations are those which express the same meaning in both languages with similar lexical components, whereby a direct translation from L1 into L2 produces an appropriate collocation. On the other hand, incongruent collocations use different lexical components in the two languages to express the same meaning and a direct translation from L1 into L2 most likely produces an error. Based on this difference between the two types of collocations, the hypothesis is that participants would be more successful in producing congruent as opposed to incongruent collocations due to a positive crosslinguistic influence. To test the hypothesis, 175 Croatian high school students at different year levels (ages 15-18) were tested by using a 22-item task in which they were asked to translate collocations from L1 Croatian into L2 English. The results show that students were more successful in producing congruent than incongruent collocations, and their collocational competence grew with year level and the number of foreign languages spoken.
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Nawir, Muhammad Syahruddin, Nur Aliyah Nur, and Nurul Hidayah. "AN ANALYSIS OF ENGLISH LEXICAL COLLOCATION IN TRANSACTIONAL SPEAKING AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR." English Language Teaching for EFL Learners 4, no. 2 (September 30, 2022): 100–105. http://dx.doi.org/10.24252/elties.v4i2.31126.

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This study focused on the use of lexical collocations in transactional speaking skills of final year students majoring in English. This study aimed to determine the students ability in using lexical collocation and identifiy its type in their transactional speaking. The study conducted in Alauddin State Islamic University of Makassar. The subject of this study were the final year students of English Education Department. These students can be categorized as the intermediate learners of English because they took speaking lectures one to three. It was important for their collocational knowledge to be native-like. This study used a qualitative method. Researcher used interview as the data collection tool. Then, the researcher analysed the transcript of the interview. In analysing, researcher determined the collocation words and the types too, used Oxford online collocation dictionary to check whether the collocation were true or not. The findings showed that the students used English lexical collocations in their transactional speaking. Researcher found 179 English lexical collocations are used by the students. 81 of those collocations are correct. Researcher also found that they used four types from total 6 types (based on Benson&Ilson) of English lexical collocation which they tend to use the type 1 than the other types. The study therefore suggested that the teacher and students should more concerned about the collocational knowledge in this case lexical collocation.
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Suleman, Nazia, Sadia Deep, Hussain Othman, Ali Ahmed, Muhammad Zahid Abbas, Muhammad Zahid Nawaz, Uzma Nazar, and Hina Shaheen. "Study On the Use of Collocations in Business Class Learners." Colombian Applied Linguistics Journal 22, no. 2 (December 22, 2020): 183–93. http://dx.doi.org/10.14483/22487085.16023.

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Previous studies have reported lack of collocational competence and difficulties among English as a second language (ESL) learners. However, collocation is crucial in second language acquisition. This research examined the receptive and productive knowledge of collocations among the business students of COMSATS University Islamabad Vehari Campus who studied ESL. It also investigated the gap in the use of collocations at a receptive and productive level. The sample included 61 males and 39 females out of the total sample size of 100. Employing a quantitative approach, we gathered the data through a questionnaire and two collocations tests, and we analysed them via SPSS version 20. The overall result of the collocation test indicated that 66.4% of the respondents had the correct answer at the receptive level compared with only 33.7% at the productive level. Moreover, the statistical result presented a great gap in the ability to utilise collocations at the productive and receptive levels. This result also affirmed that despite their ability to understand the collocations, the students had difficulties in identifying proper English collocations confidently. Local and native language experiences might be one of the reasons that caught the students from being more confident in identifying the English collocations.
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Wolter, Brent, and Junko Yamashita. "WORD FREQUENCY, COLLOCATIONAL FREQUENCY, L1 CONGRUENCY, AND PROFICIENCY IN L2 COLLOCATIONAL PROCESSING." Studies in Second Language Acquisition 40, no. 2 (August 22, 2017): 395–416. http://dx.doi.org/10.1017/s0272263117000237.

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AbstractThis study investigated the effects of word frequency, collocational frequency, L1 congruency, and L2 proficiency, on L2 collocational processing. Two groups of L1 Japanese speakers of English (intermediate and advanced) and one group of English native speakers (NSs) performed an online acceptability judgment task on four types of adjective-noun constructions: (1) congruent collocations, (2) English-only collocations, (3) Japanese-only collocations, and (4) baseline items. Response times were analyzed using mixed-effects modeling and correlations. In contrast to NSs, nonnative speakers (NNSs) processed congruent collocations significantly faster than English-only collocations. As for frequency, all three groups demonstrated sensitivity to both word-level and collocation-level frequency. However, the distributions differed across the three groups. We concluded that age/order of acquisition effects (Carroll & White, 1973) provided the best explanation for the congruency results. Regarding the frequency results, we concluded that the findings conflict with claims that NNSs may process formulaic sequences differently than NSs (e.g., Wray, 2002, 2008).
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Obeidat, Adham Mousa, and Tengku Sepora Tengku Mahadi. "COLLOCATION TRANSLATION ERRORS FROM ARABIC INTO ENGLISH: A CASE STUDY OF NAGUIB MAHFOUZ’S NOVEL “AWLAD HARATINA”." International Journal of Humanities, Philosophy and Language 2, no. 7 (September 23, 2019): 129–38. http://dx.doi.org/10.35631/ijhpl.270011.

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The purpose of this analysis is to understand the notion of translation errors while translating collocations from Arabic into English. The translation errors are found in the Arabic novel “Awlad Haratina” which is written by Naguib Mahfouz. The problem of translating collocations and the reasons behind those problems are studied based on Baker’s model of collocational errors which are the engrossing effect of source text (ST) patterning, misinterpreting the meaning of ST collocations, the tension between accuracy and naturalness, cultural-specific collocation and marked collocation in the source text. descriptive qualitative method is used as the method of this study. 71 errors are examined accordingly to find out the reason behind committing translation errors while translating collocation. The study reveals that the tension between accuracy and naturalness, cultural-specific collocation are the main reasons behind committing errors. As a result, the study finds that translators should pay more attention to the notion of collocation before the process of translation.
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Begagić, Mirna. "English language students’ productive and receptive knowledge of collocations." ExELL 2, no. 1 (October 1, 2014): 46–67. http://dx.doi.org/10.1515/exell-2016-0003.

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Abstract The importance of collocations in second language learning has been recognized in the past few decades. There have been numerous studies in L2 acquisition research that investigated how the knowledge and use of collocations at different levels of proficiency affect learners’ communicative competence and language performance. Moreover, it seems important to mention that most of the studies investigating the collocational knowledge of students learning English as their L2, indicated students’ poor performance (Fayez-Hussein 1990; Aghbar 1990; Bahns and Eldaw 1993; Stubbs 2002; Wray 2002; Nasselhauf 2005; Ozaki 2011). The aim of this paper is to explain the notion of collocation as well as its most common classification, and to point out the importance of its proper use for English language students who are native speakers of the Bosnian/Croatian/Serbian (BCS) language. Furthermore, this study examines the productive and receptive knowledge of lexical collocations in order to access students’ collocational competence. The results indicate students’ poor collocational knowledge. This can be due to the fact that collocations of the language students are learning are interfering with the collocations of their mother tongue, but also due to the way students are taught English (vocabulary negligence in comparison with grammar and unawareness of the importance of collocations in language learning).
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Dissertations / Theses on the topic "Collocations"

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Ramadhan, Jamal Mohammad. "The influence of features of collocations on the collocational knowledge and development of Kurdish high school students : a longitudinal study." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30115.

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This study explored the influence of four features of collocations- frequency of occurrence, syntactic structure, semantic transparency, and congruency with L1- on the collocational knowledge and development of 252 Kurdish high school learners of English as a foreign language. The importance of collocations in learning English as a second or foreign language and the difficulties that challenge learners at different levels of language proficiency have been well established. However, few studies have adopted a longitudinal research design or a hybrid definition of collocations, incorporating both frequency-based and phraseological views. The present study took this approach to explore learners’ collocational knowledge and development and the influence of features of collocations on their collocational knowledge and development at the high school level of learning English as a foreign language. The study employed two tests: an appropriateness judgement test to measure learners’ receptive knowledge and a gap-filling test to measure their productive knowledge of collocations. The data were collected in two waves, one at the beginning of their school year and the other at the end. Data analyses were conducted to determine the relationship between features of collocations and learners’ collocational knowledge and development. The results revealed frequency of occurrence as the most influential factor affecting learners’ knowledge and development. Influence of the syntactic structure of collocations on the learners’ knowledge and development came second whereas congruency with L1 occupied the third position. Semantic transparency seemed to have the least influence on their collocational knowledge and development. Gender appeared as an influential factor in the individual tests. However, its influence was not significant in terms of overall knowledge development. In general, the results indicated that learners’ productive collocational knowledge lagged behind their receptive. However, receptive and productive collocational knowledge did not increase at the same rate over the study period. While learners’ receptive collocational knowledge did not show an increase in knowledge, their productive knowledge increased significantly over the school year. The results also revealed that grammatical collocations were less challenging than lexical collocations at this level of language learning. Finally, according to the study results, some pedagogical implications and suggestions for further studies are presented.
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Baider, Fabienne. "Collocation, connotation, contamination, analyse sémantique et diachronique des collocations du type adjectif et femme/homme." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0018/NQ50032.pdf.

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Nesselhauf, Nadja. "Collocations in a learner corpus /." Amsterdam : J. Benjamins, 2005. http://catalogue.bnf.fr/ark:/12148/cb40079494c.

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Brashi, Abbas S. "Arabic collocations : implications for translations." Thesis, View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20062.

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The subject of collocability has been a common concern among linguists, lexicographers, and language pedagogues recently. They find the linguistic aspect of collocation interesting, because words due not exist in isolation from other words in a language. They exist with other words. In every language, the vocabulary consists of single words and multi-word expressions. Collocations are among those multi-word expressions. The aim of this thesis is to characterize collocations in the Arabic language, to devise a classification of the semantic and the distributional patterns of collocations in the Arabic language and to examine the problems encountered in translating English collocations into Arabic. This will require an analysis of the collocational patterns in both English and Arabic, a classification of the translation outcomes, and therefore, types of errors adopted by translators, an indication of how frequent and significant each error is, and an analysis of the causes of each error.
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Brashi, Abbas S. "Arabic collocations implications for translations /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20062.

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Thesis (Ph.D.) -- University of Western Sydney, 2005.
"A thesis presented to the University of Western Sydney, College of Arts, Education and Social Sciences, School of Languages and Linguistics, in fulfillment of the requirements for the degree of Doctor of Philosophy, 2005." Includes bibliographical references and appendices.
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Millar, Neil. "The processing of learner collocations." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547979.

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Cao, Dung Thi Phuong. "The effect of an online collocation dictionary on advanced learners' use of collocations in L2 writing." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22829/.

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This doctoral research investigates the effect of the use of the Oxford Online Collocation Dictionary on Vietnamese advanced learners' collocation use in academic writing and their perceptions of the use of the dictionary as a supportive tool. The study aims to help learners improve their collocation use, especially advanced learners who are expected to enhance their store of vocabulary on their own. This study analysed students' written texts, questionnaires, observations, and interviews. It was carried out in two phases. In phase 1, 29 participants' 350-word essays on an assigned topic were collected as baseline data. Participants were then instructed in the use of the Oxford Online Collocation Dictionary. In phase 2, a second set of essays were collected. Observations and questionnaires were also collected at this stage and 8 participants were chosen for in-depth interviews. Results showed that the use of this online collocation dictionary as a supportive tool produced some benefits for learners, but these were mainly psychological rather than practical effects. Learners feel confident and assured that they have the tool as a resource. However, their collocation use did not show improvement overall. The study found that learners made mistakes with V-N collocation the most. The study also found that learners often used the dictionary while doing the writing, with some references to other dictionaries for collocation meaning-checking. The dictionary was highly evaluated as a tool for collocation check-up but some enhancements, mostly of content, need to be made. In particular, it needs to provide learners with the meaning of each group of collocates, and pronunciation description; more examples are also needed to illustrate how collocations are used.
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Augustyn, Magdalena. "Les mécanismes productifs dans la genèse des collocations des noms d'affects : entre métaphore et figement." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENL020.

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Cette recherche doctorale se propose d'étudier le rôle des mécanismes productifs, et plus particulièrement ceux de la métaphore, dans les collocations des noms d'affects. Cette problématique est traitée sous deux aspects principaux. Dans un premier temps, nous posons la question du rôle et de la place des mécanismes de figuration dans le phénomène du figement en général, puis plus particulièrement dans la construction des collocations. En effet, certaines associations ne sont pas arbitraires et différents types de motivation sont privilégiés, notamment ceux liés aux différents mécanismes figuratifs. Dans un deuxième temps se pose également la question du rôle et du type de la motivation métaphorique dans la description des émotions, question qui prend plus ou moins d'importance en fonction de l'angle d'étude adopté, selon qu'il s'agit de l'approche sémantico-lexicale ou de celle de la sémantique cognitive.Nous montrons la nécessité d'une réflexion plus adaptée aux spécificités du champ sémantique concerné et à l'objet d'étude que sont les collocations, en prenant en compte davantage le niveau proprement linguistique. En effet, la combinatoire lexicale fournit une trace objective des contenus sémantiques et nous permet d'analyser les dimensions sémantiques véhiculées, ainsi que de tester l'ancrage linguistique de la motivation métaphorique (la structuration métaphorique étant analysée en tant que phénomène relevant de la langue), tout en cherchant à décrire le fonctionnement et le rôle de ce type de combinaisons
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Macis, Marijana. "The figurative nature of collocations : extent, knowledge and acquisition of duplex collocations by non-native speakers." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/38090/.

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As shown by research conducted in the fields of corpus linguistics, psycholinguistics and second language acquisition (SLA), formulaic sequences (e.g. collocations, idioms, phrasal verbs, lexical bundles etc.) form a crucial part of second language learners’ language competence. One of the main characteristics of some of these multi-word combinations is their idiomatic nature and idioms have been widely researched as being the most compositional type. However, little is known whether collocations can be idiomatic too. Therefore, this thesis aims to fill that gap with a specific focus on statistically-derived collocations. Three studies have been carried out to this end. The first study examined the extent of collocations whose meanings were the sums of their component parts, those that were figurative (compositional or idiomatic) and finally, collocations that were polysemous, i.e. had both literal and figurative meanings. A corpus search was performed to find the most common V+N and Adj+N combinations and results showed that the majority of them had additive meanings (as reflected in traditional definitions of collocations), very few were completely opaque and a substantial percentage were those that allowed both literal and figurative interpretation. The second study was conducted in the Chilean classroom context and it focused on the knowledge of the figurative meanings of collocations. A meaning-recall test was used as a measurement instrument and variables such as corpus frequency, semantic transparency and language use factors were manipulated. The findings demonstrated rather weak figurative knowledge and a positive relationship between this knowledge and the amount of outside engagement. The last study investigated the same type of collocations, namely how non-native speakers acquired figurative meanings incidentally through reading. An authentic novel was used as a means to manipulate one single variable, frequency of exposure. Results showed that the figurative meanings could be acquired incidentally from reading and that the point at which a substantial amount of learning occurred varied greatly among individuals. Overall, results of the studies presented in this thesis stress the importance of researching the acquisition, use and knowledge of collocations with figurative meanings as they have important implications for instructed SLA.
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Stočkūnaitė, Milda. "Translation of Fixed Collocations and Idioms." Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130613_162826-39652.

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The object of the study is the structure and semantics of fixed collocations and idioms in the English language and their Lithuanian equivalents. The aim of the work is to research how English fixed collocations and idioms are translated into Lithuanian and what stylistic and semantic changes they undergo. The main research methods applied in the research are descriptive theoretical literary analysis, contrastive method and statistical method.In theoretical part the concepts of fixed collocation and idiom are discussed. Further consideration is focused on the classification of previously mentioned idiomatic expressions. Fixed collocations and idioms are classified regarding to what they mean and what they refer to. Translation strategies and the difficulties when translating the idiomatic expressions are discussed. The practical part is divided into three parts which examine fully equivalent, semantically similar, formally modified and functionally equivalent fixed collocations and idioms. The selected examples prove that the majority of idioms undergo semantic, stylistic or structural changes in the process of translating them from one language into the other. Though there are some English idioms that have equivalents in Lithuanian, in the majority of cases only few or none of the elements coincide.
Bakalauro baigiamojo darbo objektas yra fiksuotų kolokacijų ir idiomų struktūra bei semantika anglų kalboje ir jų lietuviškuose atitikmenyse. Darbo tikslas - ištyrinėti kaip angliškos fiksuotos kolokacijos bei idiomos išverčiamos į Lietuvių kalbą bei kaip pasikeičia jų stilistika ir semantika. Pagrindiniai tyrimo metodai yra šie: aprašomoji teorinė literatūros analizė, gretinamasis metodas, statistinis metodas. Teorinėje dalyje nagrinėjamos fiksuotos kolokacijos ir idiomos sąvokos. Toliau dėmesys skiriamas jau minėtų idiomatinių išsireiškimų klasifikacijai. Fiksuotos kolokacijos ir idiomos sugrupuotos pagal reikšmę bei tą, ką jos nurodo. Aptariamos vertimo strategijos bei idiomatinių išsireiškimų vertimų sunkumai. Praktinis tyrimas suskirstytas į tris dalis, kurios tiria visiškai ekvivalentiškas, panašias semantiškai, bet pakeista forma ir praktiškai ekvivalentiškas fiksuotas kolokacijas ir idiomas. Pasirinkti pavyzdžiai įrodo, kad daugumos idiomų semantika, stilistika ir struktūra pasikeičia jas verčiant iš vienos kalbos į kitą. Nors ir yra angliškų idiomų, kurios turi atitikmenis Lietuvių kalboje, daugeliu atvejų sutampa tik keli arba nei vienas žodis.
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Books on the topic "Collocations"

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Herbst, Thomas, Hans-Jörg Schmid, and Susen Faulhaber, eds. Constructions Collocations Patterns. Berlin, München, Boston: DE GRUYTER, 2014. http://dx.doi.org/10.1515/9783110356854.

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Schmid, Hans-Jörg, Susen Faulhaber, and Thomas Herbst. Constructions collocations patterns. Berlin: Walter De Gruyter, GmbH, 2014.

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Kozłowska, Christian Douglas. Selected English collocations. Warszawa: Wydawn. Nauk. PWN, 1993.

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English adverbial collocations. Warsaw: Wydawnictwo Naukowe PWN, 1991.

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Gledhill, Christopher J. Collocations in science writing. Tübingen: Narr, 2000.

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1947-, McCarthy Michael, ed. English collocations in use. Cambridge: Cambridge University Press, 2008.

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Liu, Kelley. English nouns and collocations. Hong Kong: Tomorrow Press, 1991.

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Kim, Chin-hae. Yŏnŏ (yŏnŏ) yŏnʼgu: Collocations. Sŏul-si: Hanʼguk Munhwasa, 2000.

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Barfield, Andy, and Henrik Gyllstad, eds. Researching Collocations in Another Language. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245327.

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Nesselhauf, Nadja. Collocations in a learner corpus. Amsterdam: J. Benjamins Pub. Co., 2004.

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Book chapters on the topic "Collocations"

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Barnbrook, Geoff, Oliver Mason, and Ramesh Krishnamurthy. "Computing collocations." In Collocation, 55–79. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137297242_3.

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Seretan, Violeta. "On Collocations." In Syntax-Based Collocation Extraction, 9–28. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0134-2_2.

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Hori, Masahiro. "Familiar Collocations." In Investigating Dickens’ Style, 33–56. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230000766_2.

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Hori, Masahiro. "Creative Collocations." In Investigating Dickens’ Style, 57–96. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230000766_3.

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Wong, Kam-Fai, Wenjie Li, Ruifeng Xu, and Zheng-sheng Zhang. "Chinese Collocations." In Introduction to Chinese Natural Language Processing, 95–108. Cham: Springer International Publishing, 2010. http://dx.doi.org/10.1007/978-3-031-02133-6_7.

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Handl, Susanne. "Towards Collocational Webs for Presenting Collocations in Learners’ Dictionaries." In Researching Collocations in Another Language, 69–85. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230245327_6.

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Wehrli, Eric. "Parsing and Collocations." In Lecture Notes in Computer Science, 272–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45154-4_26.

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Hori, Masahiro. "Collocations and Narratives." In Investigating Dickens’ Style, 117–70. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230000766_5.

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Hori, Masahiro. "Collocations and Characters." In Investigating Dickens’ Style, 171–83. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230000766_6.

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Brown, Dale. "Knowledge of Collocations." In Dimensions of Vocabulary Knowledge, 123–39. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36831-7_9.

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Conference papers on the topic "Collocations"

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Mansour, Deena Mohammad. "Using COCA to Foster Students’ Use of English Collocations in Academic Writing." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5301.

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Using Corpora in foreign language teaching is on of the very efficient ways in proposing solutions for pedagogical issues, either through adopting a corpus-based teaching approach or through using the corpus in developing material. Developing academic writing competence is a challenging pedagogical issue for English teachers as well as learners. Second language learners come across considerable challenges as they are developing their academic writing competence. One of these challenges is the use of English collocations since that learning about collocations is of a crucial importance. Hence, due to the wide variety of collocations and their different types, one of the challenges that face both L2 learners of English as well as teachers is how to use English collocations successfully in academic writing due to the fact that collocational awareness and proficiency is a necessity for competent written discourse especially in academic writing. Therefore, academic writing proficiency is one of the major problematic areas that university students encounter. This paper focuses on how to direct students to a more effective use of Corpus of Contemporary American English (COCA) in order to foster their learning process of different English collocations, and use English collocations accurately in their academic writings. This paper illustrates search mechanisms and search strings that could be implemented effectively on COCA to get more representative and accurate collocation results. Keywords: corpus, academic writing, collocations, COCA
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Martynova, Irina Anatolevna. "BINOMIAL COLLOCATIONS IN ENGLISH ECONOMIC TEXTS." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-414/418.

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The article analyses binomial collocations in English economic texts. Interest in this topic is due to the high effectiveness and significant potential of teaching methods with the use of exercises aimed to form and master the skill of professional binomial collocations usage. The texts were selected and a professional economic corpus was compiled. The binomial collocations were combined into lists that can be used to form collocation competence and automate the skill of applying binomials when teaching professional English.
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Sonoda, Takumi, and Takao Miura. "Extracting Conditional Collocations." In 2013 International Conference on Signal-Image Technology & Internet-Based Systems (SITIS). IEEE, 2013. http://dx.doi.org/10.1109/sitis.2013.171.

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Frantzi, Katerina T., and Sophia Ananiadou. "Extracting nested collocations." In the 16th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1996. http://dx.doi.org/10.3115/992628.992639.

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Heid, Ulrich, and Sybille Raab. "Collocations in multilingual generation." In the fourth conference. Morristown, NJ, USA: Association for Computational Linguistics, 1989. http://dx.doi.org/10.3115/976815.976833.

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Sarudin, Anida, Mazura Mastura Muhammad, Muhamad Fadzllah Zaini, Zulkifli Osman, and Muhammad Anas Al Muhsin. "Collocation Analysis of Variants of Intensifiers in Classical Malay Texts." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.11-3.

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In this paper, the authors discuss the findings of a study carried out to examine good lexical collocation in classical Malay texts. For the study, two corpora were used, namely Petua Membina Rumah and Korpus Rujukan Berita Harian. The former had 14,644 tokens and 2,080 types while the latter had 1,058,722 tokens and 39,632 types. Only 100 distributions of lexical collocations of the word ‘baik’ were chosen, given that such a word was most widely used in adjectival sentences. Collocation analysis was carried out using MI (Mutual Information), T score, and logDice. The findings showed such lexical collocations had metaphorical meanings based on two main categories of intensifiers, namely amplifier and downtoner. The former was made up of booster and maximizer while the latter consisted of approximator, compromisers, diminisher, and minimizer. Such findings indicate that the Malay society has a unique linguistic identity in that they converse with a good lexicon of intensifying words or intensifiers whose function is to amplify the meanings of sentences. Each variant of intensifiers of the Malay language occurs in various adverbial characters. Such a phenomenon shows that the unique adverbial intensifier of the Malay language plays an important role as an indicator to identify metaphors.
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Zaidi, Soraya, M.-T. Laskri, and Ahmed Abdelali. "Arabic collocations extraction using Gate." In 2010 International Conference on Machine and Web Intelligence (ICMWI). IEEE, 2010. http://dx.doi.org/10.1109/icmwi.2010.5648038.

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Wang, Lu, and Yang-sen Zhang. "Summary of automatic extracting collocations." In 2012 IEEE International Conference on Cyber Technology in Automation, Control, and Intelligent Systems (CYBER). IEEE, 2012. http://dx.doi.org/10.1109/cyber.2012.6320077.

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Klyshinsky, Eduard, and Maria Khokhlova. "In Search of Lost Collocations." In IMS2017: International Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3143699.3143731.

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Zhang, Xin, Nikos Mamoulis, David W. Cheung, and Yutao Shou. "Fast mining of spatial collocations." In the 2004 ACM SIGKDD international conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1014052.1014095.

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Reports on the topic "Collocations"

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Stone, Matthew, and Christine Doran. Paying Heed to Collocations. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada460379.

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Morgan, J. Explorations into the Psycholinguistic Validity of Extended Collocations. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2004.

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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Yarowsky, David. One Sense Per Collocation. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada458621.

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Adcock, Ben, Anyi Bao, John Davis Jakeman, and Akil Naryan. Compressed sensing with sparse corruptions: Fault-tolerant sparse collocation approximations. Office of Scientific and Technical Information (OSTI), April 2018. http://dx.doi.org/10.2172/1434573.

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Jakeman, John Davis, Michael S. Eldred, G. Geraci, and A. Gorodetsky. Adaptive multi-index collocation for uncertainty quantification and sensitivity analysis. Office of Scientific and Technical Information (OSTI), November 2019. http://dx.doi.org/10.2172/1574406.

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Ahmed, Hoda F. Gegenbauer Collocation Algorithm for Solving Twodimensional Time-space Fractional Diffusion Equations. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, August 2019. http://dx.doi.org/10.7546/crabs.2019.08.04.

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Harris, M. T., and C. H. Byers. An orthogonal collocation approach to modeling multicomponent adsorption in carbon beds. Office of Scientific and Technical Information (OSTI), May 1989. http://dx.doi.org/10.2172/6211394.

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Castillo, Victor Manuel. Cubic Spline Collocation Method for the Simulation of Turbulent Thermal Convection in Compressible Fluids. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/15014452.

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Webster, Clayton G., Guannan Zhang, and Max D. Gunzburger. An adaptive wavelet stochastic collocation method for irregular solutions of stochastic partial differential equations. Office of Scientific and Technical Information (OSTI), October 2012. http://dx.doi.org/10.2172/1081925.

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