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Journal articles on the topic 'Collocations'
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1
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.
2
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.
5
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).
11
Zareva, Alla. "At the Intersection of L1 Congruence and L2 Exposure: Collocational Knowledge of Advanced Arab Users of English." International Journal of Arabic-English Studies 15, no. 1 (January 1, 2014): 77–102. http://dx.doi.org/10.33806/ijaes2000.15.1.6.
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The study is quantitative research, examining the effects of learning environment and native language (L1) on the collocational knowledge of advanced Arab users of English as a second language (ESL) (n=34) and foreign language (EFL) (n=33). The participants were university students who completed two collocation tests, containing verb-noun and noun-adjective congruent (collocations with L1-L2 translation equivalents) and incongruent (L2-specific) collocations. The results showed that the two groups markedly differed in their collocational knowledge (both productively and receptively), with the ESL participants performing significantly better than the EFL students. As to the effects of the native language, the results revealed that the ESL participants experienced noticeable effects of Arabic both receptively and productively with the influences being significantly stronger for the incongruent collocations (L2-only) than the congruent ones (L1-L2). Interestingly, the EFL participants showed less L1 effects in their production and perception of collocations. The findings suggested that both L1 congruence and second language (L2) exposure have an effect on the acquisition of English collocations. The findings are discussed in light of some pedagogical expectations and instructional recommendations that can improve advanced ESL and EFL Arab students’ collocational knowledge productively and receptively..
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Abdelsattar Metwally, Amal, and Mona M. Hamadp. "The Impact of Collocational Competence on Translation Quality: Literature Review." Arab World English Journal For Translation and Literary Studies 7, no. 1 (February 24, 2023): 175–86. http://dx.doi.org/10.24093/awejtls/vol7no1.13.
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This study reviews the literature on the significance of collocational competence on the quality of translation, being a meaningful lexical relationship between words. Though the value of recognizing collocations in translation is well acknowledged, several earlier studies have underlined students’ lack of collocational competence and the difficulties they encounter when dealing with collocations in the translation process. The current study evaluates previous research in this field and examines the influence of lexical and grammatical collocation knowledge in translation from English into Arabic and vice versa. The significance of this review lies in exploring the importance of a translator’s collocational expertise in accurately translating lexical and grammatical collocations in the target language. This review aims at answering the review question: How does collocational competence affect translation quality? To answer this question, the researchers examined many studies investigating the impact of collocational competence on the quality of translation. The review further aims at increasing awareness of the significance of this aspect of translation accuracy. The review study provides an overview of pertinent terminology and classifications and a brief introduction to the subject. Then follows an overview of the significance of collocations competence for ensuring the quality of the translation. The final section includes recommendations for translation instructors as well as translators. The review’s findings showed a substantial correlation between the quality of the translation and the adequate knowledge of lexical and grammatical collocations.
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De Angelis, Aline. "Kennis van Collocaties Bij NT2-Verwervers." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 109–19. http://dx.doi.org/10.1075/ttwia.53.10ang.
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The research which is reported in this paper concerns the knowledge of certain 'collocations' of adult learners of Dutch as a second language. The term collocation refers to a sequence of lexical items which habitually co-occur and which have a kind of semantic cohesion (Cruse, 1986). In my research I look at one specific collocation, that is the one between an article, an adjective and a substantive. Moreover, the adjective must have a context-specific meaning. This type of collocation is called a strong collocation. An example is a heavy drinker. I believe that the knowledge of strong collocations is important for second language learners in the process of fully acquiring the second language and of acquiring a native-speakerlike competence. I developed a receptive and a productive test to measure the knowledge of collocations of learners of Dutch as a second language. Furthermore I examined educational methods on the appearance and use of collocations. It turns out that Newmarks (1982) statement that "A foreigner appears to go on making collocational mistakes however long he lives in his adopted country" can be affirmed.
14
Sun, Hanzhong. "Is L2 Exposure Always a Strong Modulator of L1 Influence? Evidence from Chinese EFL Learners Acquiring English Collocations." International Journal of English Linguistics 10, no. 5 (June 23, 2020): 23. http://dx.doi.org/10.5539/ijel.v10n5p23.
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Despite the voluminous body of research investigating the role of L1 influence in acquiring L2 collocations, research that examines the extent to which L2 exposure modulates L1 influence is relatively scant. The present study, therefore, aims to address this under-studied issue. To this end, two types of collocations comprising congruent collocations (i.e., collocations which have literal translation equivalents in learners’ L1) and non-congruent collocations (i.e., collocations that do not have L1 literal translation) were used as materials to elicit the potential role of L1 in acquiring L2 collocations. A blank-filling collocation test and an acceptability judgement collocation test were designed and then administered to three groups of Chinese EFL learners differing in L2 exposure, i.e., years of instructions (freshmen, sophomores and juniors), affording the chance to explore the possible relationship between L1 influence and L2 exposure. The findings indicate that (a) L1 had a robust and persistent impact on acquiring L2 collocations at both reception and production level, regardless of the amount of L2 exposure received; (b) with an increase in L2 exposure, receptive/productive congruent and non-congruent collocational knowledge was developed in parallel (from freshman to sophomore), and then plateaued or even decreased (from sophomore to junior), suggesting that L2 exposure may not always be a strong modulator of L1 influence. Possible reasons and pedagogical implications arising from this study are discussed.
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HATTAB, Huda Abed Ali. "STYLISTIC INVESTIGATION OF CULTURE REFLECTION IN ENGLISH AND ARABIC COLLOCATIONS." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (July 1, 2021): 415–21. http://dx.doi.org/10.47832/2717-8293.6-3.37.
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This study investigates how the cultural aspects like beliefs and the settings are reflected in English and Arabic collocations. This study is a descriptive study that depends on showing the issues that may be reflected in English and Arabic collocations. Two hypotheses are there in this study. The first hypothesis is that collocation is a tool that can reflect the beliefs and culture and even the country of its users. The second hypothesis is that religion is reflected in Arabic collocations more than English ones. This study aims at showing how the culture is reflected in both English and Arabic collocations. It also aims at showing the collocational patterns of English and Arabic collocations. This study depends on (Baker, 2018), in his idea that collocations of one language sometimes are quite different from those of another. This goes back to the cultural differences between the two communities.
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Talakoob, Fahimeh, and Mansour Koosha. "Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels." International Journal of Applied Linguistics and English Literature 6, no. 7 (October 10, 2017): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.11.
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In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.
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Hashemian, Mahmood. "Effect of Persian and English colour collocations on L2 learners' proficiency." Journal of Applied Studies in Language 3, no. 1 (June 23, 2019): 10. http://dx.doi.org/10.31940/jasl.v3i1.1341.
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Collocations play an important role in L2 teaching and learning. The present study investigated the effect of color collocations in L2 learning. This study was done in 2 phases: In the first phase, the frequency of color collocations was calculated in English and Persian. Two lists of English and Persian color collocations were chosen. Each list included 100 color collocations. The English collocations were chosen from English collocation dictionaries, but the Persian color collocations were chosen by the Persian native speakers. Chi-square results indicated that there were some differences between the 2 languages, but the differences were not statistically significant. In the second phase, the (possible) effect of color collocations on upper-intermediate and advanced L2 learners� proficiency was investigated. Sixty upper-intermediate and advanced L2 learners, both male and female, were chosen from a private language institute in Isfahan, Iran. The minimum and maximum ages of the participants were about 15-38, and their homogeneity was tested by the OPT. Participants were given a pretest in order to measure their color collocational knowledge. Then, after the treatment, a posttest was administered. Results revealed that teaching collocations had a significant effect on the participants� proficiency.
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Badr, Hassan. "Revisiting Collocation: An Investigation Into Phraseological Units Muddle." Advances in Language and Literary Studies 13, no. 1 (February 28, 2022): 82. http://dx.doi.org/10.7575/aiac.alls.v.13n.1.p.82.
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Research on collocations still generates plenty of interest among contemporary researchers of linguistics and translation research. The interest stems from the fact that there is a degree of inconsistency in terms of identifying and defining collocations in the literature. Conflicting views put forward by linguists made it difficult to draw a coherent interpretation of collocations. This suggests that collocational units are a fragmented area of research with blurred lines between frequently fixed co-occurrence sequences or a combination of words and free word combination. The collocation debate has hit a conceptual impasse. It rarely moves beyond merely giving broad definitions, overlapped with other technical terms in the field of corpus linguistics. This study examines the extension to which collocations are intertwined with other formulaic expressions such as idioms and free word combinations. Furthermore, the study considers whether Quranic collocations fit into the general standards of collocation. The study examined a sample of five selected English translations of the Quran to evaluate their degree of faithfulness and accuracy. The findings revealed that collocation is too multifaceted to be pinned down to a single definition. Linguists fell short of reaching a consensus or providing concrete empirical evidence on the complex nature of collocation. The findings also showed that the English translation of the Quran remains a work in progress. Views are polarised between those who advocate a close rendering of the Quranic text and those who believe in a ‘natural style’. Translators need to be aware how collocations are formulated and how they are embedded in the Quranic verses to convey their deep and implicit meaning and should not be interpreted at face value.
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Dale, Inga. "On collocations in ELF textbooks for B2 learners." Radomskie Studia Filologiczne. Radom Philological Studies 1, no. 10 (December 31, 2021): 71–87. http://dx.doi.org/10.24136/rsf.2021.005.
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The aim of this study is to determine whether the vocabulary sections in the four chosen modern EFL upper - intermediate coursebooks reflect the achievements of contemporary findings on the role of collocations in SLA. The study seeks to establish if these textbooks include middle - strength collocations, which pose the most difficulty for L2 learners, and to determine which of the four textbooks contain most of them. The paper provides an overview of the definitions of a collocation including its distinguishable criteria. It further elaborates on the reasons why a lack of collocational awareness prevents even advanced users of English, from achieving native speaker mastery and discusses collocations that are the most challenging to acquire. For the purpose of the study, Benson, Benson and Ilson's as well as Lewis's collocations' categorizations are applied.
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Pellicer-Sánchez, Ana. "Learning L2 collocations incidentally from reading." Language Teaching Research 21, no. 3 (December 3, 2015): 381–402. http://dx.doi.org/10.1177/1362168815618428.
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Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental acquisition of collocational knowledge when learners encounter adjective–pseudoword collocations while reading. Forty-one L2 learners read a story containing six target collocations in a classroom setting. One week after the reading they were interviewed about their knowledge of the form, meaning and collocation of the target items (at recall and recognition levels). Participants were randomly assigned to one of two experimental groups, i.e. the 4-repetition group and the 8-repetition group. Results showed that collocational knowledge can be learnt incidentally from reading; that it is learnt at a similar rate to other lexical components such as form and meaning of individual words; and that the frequency manipulation in this study did not seem to have a significant effect on the acquisition of any of the aspects examined.
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Nguyen, Thi My Hang, and Stuart Webb. "Examining second language receptive knowledge of collocation and factors that affect learning." Language Teaching Research 21, no. 3 (April 4, 2016): 298–320. http://dx.doi.org/10.1177/1362168816639619.
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This study investigated Vietnamese EFL learners’ knowledge of verb–noun and adjective–noun collocations at the first three 1,000 word frequency levels, and the extent to which five factors (node word frequency, collocation frequency, mutual information score, congruency, and part of speech) predicted receptive knowledge of collocation. Knowledge of single-word items at the same word frequency levels was also examined. The results indicated that the participants were not close to a level of mastery of collocational knowledge at any word frequency level; knew less than 50% of each type of collocation overall; and that their knowledge of collocation significantly decreased at each level. The analysis also revealed that there were significant large positive correlations between knowledge of collocations and single-word items, and that node word frequency was the strongest predictor of receptive knowledge of collocation.
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Kosem, Iztok, Simon Krek, and Polona Gantar. "Defining collocation for Slovenian lexical resources." Slovenščina 2.0: empirical, applied and interdisciplinary research 8, no. 2 (August 10, 2020): 1–27. http://dx.doi.org/10.4312/slo2.0.2020.2.1-27.
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In this paper, we define the notion of collocation for the purpose of its use in machine-readable language resources, which will be used in the creation of electronic dictionaries and language applications for Slovene. Based on theoretical and lexicographically-driven studies we define collocation as a lexical phenomenon, defined by three key aspects: statistical, syntactic, and semantic. We take lexicographic relevance as a point of departure for defining collocations within the typology of word combinations, as well as for distinguishing them from free combinations. Free combinations are (frequent) syntactically valid word combinations without lexicographic value and consequently there is no need for the description of their meaning, or syntactic role. Next, we distinguish collocations from all multiword lexical units (compounds, phraseological units and lexico-grammatical units) using the lexicographic view that multiword lexical units, whose meaning is not a sum of its parts, require a description of their meaning whereas collocations do not. In the final part, we return to the three aspects of collocation and their role in automatic extraction of collocational information from corpora. Semantic criterion or dictionary relevance of extracted collocations has particularly exposed the problem of semantically broad collocates such as certain types of adverbs, adjectives and verbs, and word which feature in different syntactic roles (e.g. pronouns and adjuncts). We discuss a particular issue of collocations related to proper names and the decisions about their inclusion into the dictionary based on the evaluation of lexicographers.
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Hasan, Atyaf, and Fatima Abdul Ghany Idrees. "A Socio-Pragmatic Analysis of Social Media Comments on Online Learning at the Time of COVID 19." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (December 30, 2020): 638–50. http://dx.doi.org/10.34050/elsjish.v3i4.11525.
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This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials, collocation learning methods, and collocation teaching techniques. The findings revealed that the average percentage of EFL learners of pre-service teaching program’s collocation errors through statistical analysis using SPSS 25.0 was 51, 50% (an average of 4.85 errors per participants). It was identified that 56.30% grammatical errors (an average of 10.68 errors per participants) and 42.60% lexical errors (an average of 10.54 errors per essay) were found. This implies that the most frequently committed errors were in the grammatical category. The study also revealed that 80% of EFL learners of pre-service teaching program agreed that the role of collocation in teaching and learning vocabulary was very important. 43% of them mostly learn collocations from the course book. They agreed that the most suitable level to learn o r teach collocations are from around elementary. They learn collocation bacause It is important for language proficiency while 30% of them said that techniques do you use in learning collocations was through translating. 40% of them agreed that reading was language skill(s) would be the most effective in learning collocations. The causes their collocational errors were 43% of them agreed that there is interference from Indonesia.
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Labira, Darmawan, Yohanes San Salvador L. Gili, and Felisitas Siano. "EFL Learners of Pre-Service Teacher Programs’ Knowledge of Collocation and Their Perceptions on Collocation." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (December 30, 2020): 615–28. http://dx.doi.org/10.34050/elsjish.v3i4.11951.
Full textAbstract:
This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials, collocation learning methods, and collocation teaching techniques. The findings revealed that the average percentage of EFL learners of pre-service teaching program’s collocation errors through statistical analysis using SPSS 25.0 was 51, 50% (an average of 4.85 errors per participants). It was identified that 56.30% grammatical errors (an average of 10.68 errors per participants) and 42.60% lexical errors (an average of 10.54 errors per essay) were found. This implies that the most frequently committed errors were in the grammatical category. The study also revealed that 80% of EFL learners of pre-service teaching program agreed that the role of collocation in teaching and learning vocabulary was very important. 43% of them mostly learn collocations from the course book. They agreed that the most suitable level to learn o r teach collocations are from around elementary. They learn collocation bacause It is important for language proficiency while 30% of them said that techniques do you use in learning collocations was through translating. 40% of them agreed that reading was language skill(s) would be the most effective in learning collocations. The causes their collocational errors were 43% of them agreed that there is interference from Indonesian.
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Muthalib, Kismullah Abdul, Siti Rahmah, and Zulfadli A. Aziz. "Acehnese lexical and grammatical collocations of the North Aceh dialect." Studies in English Language and Education 9, no. 2 (May 23, 2022): 832–50. http://dx.doi.org/10.24815/siele.v9i2.22680.
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This research dealt with collocations used in the North Aceh dialect. It analyzed the part of speech categories into which collocations of the North Aceh dialect can be grouped. This research focused on the grammatical collocations and lexical collocations used in the Blang Mee village of Bireuen District, Aceh, Indonesia. This is a descriptive qualitative using case study looking into the villagers’ use of Acehnese collocations. Six Acehnese speakers were selected as the language informants. They were fifty years old or above and never traveled or lived outside of Blang Mee. Data were extracted from interviews with these speakers who were asked to discuss general topics in Acehnese. The analysis was performed using a framework on collocation categories by Benson et al. The results of the analysis showed both lexical and grammatical collocations used by speakers in North Aceh. Lexical collocations were found in the forms of verb (denoting creation or activation) + noun combinations, verb (meaning eradication or nullification) + a noun, adjective + noun combinations, noun + verb combinations, noun + noun combinations, adverb + adjective combinations, and verb + adverb combinations. Grammatical collocations came in the following combinations: noun + preposition combinations, adjective + preposition combinations, preposition + noun combinations, and collocational verb patterns. The collocations used by the North Aceh dialect speakers indicate the uniqueness of their dialect within other dialects spoken by the Acehnese.
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Cigan, Vesna. "Collocations and Term Variation in Mechanical Engineering Discourse." Fluminensia 30, no. 2 (2018): 99–120. http://dx.doi.org/10.31820/f.30.2.3.
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Terminological collocations1 are one of the most typical and very frequent units of representation of concepts in many disciplines. Although traditionally considered to be unwelcome in terminology, synonymy is amply present in specialized languages. Consequently, the same phenomenon is reflected in terminological collocations. This paper aims to investigate synonymous collocations extracted from mechanical engineering texts in terms of the most frequent and relevant types of denominative variation in the selected English collocations as well as of their equivalents in German and Croatian. The analysis of variations in terminological collocations gives insight into the (non)substitutability of collocation constituents as one of the major characteristics of collocations. Extracted collocations are analysed within a two-tier framework structured at a paradigmatic and a syntagmatic level, which allows for the identification of the three types of term variation: morphological, syntagmatic and semantic. Focusing on the collocations with the structure noun + noun and adjective + noun the results show that constituents of both syntactic structures allow substitution. The denominative variants are prevalent in adjective + noun collocations in which synonymous lexical elements functioning as collocates do not entail a concept change (admissible load ↔ allowable load). Lexeme substitutions are also annotated in noun + noun collocations expressing a slightly different dimension or facet of the concept (face gear vs. crown gear vs. crown wheel). The majority of German equivalents are nominal compounds that outnumber their morphological variants offering multiple equivalences.
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Mandić, Kaja, and Izabela Dankić. "Collocations of high frequency words in nursing research articles and The Academic Collocation List: Similarities and differences." ExELL 8, no. 1 (December 1, 2020): 1–13. http://dx.doi.org/10.2478/exell-2020-0011.
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Abstract The main objective of this corpus-based study is to research the most frequent two-word collocations in the corpus of nursing scientific articles and compare this newly assembled list of nursing collocations with the Academic Collocation List (ACL). The nursing scientific articles corpus (NSAC) used in this study comprises 1,119,441 words from 262 articles of 10 high-quality journals from the Medical Library Association list which nursing students can freely access. The focus is on noun-noun and noun-adjective collocations. The selected articles were converted into txt files using the ABBYY Fine Reader. WordSmith Tools 7.0 and TermeX were used for noun and collocation extraction. The newly assembled Nursing Collocation List (NCL) and the ACL were compared using Microsoft Excel 2016. A total of 488 collocations were identified in the NSAC and the NCL contains 234 (47.9%) noun + noun and 254 (52.1%) adjective + noun collocation combinations. The most frequent two-word collocation is health care and it appeared 618 times in the NSAC. The ACL (2,469) and the NCL (488) share 123 two-word collocations. Although there are some correspondences between collocations in the two corpora, key nursing collocations with notably higher frequencies are identified in the NSAC (365). Despite the fact that the ACL is the most extensive collocation list across different academic fields and it certainly plays an important role in teaching English as a foreign language, this study suggests that it does not provide key nursing collocations for improvement of nursing collocation competence.
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Chen, Wang. "Profiling Collocations in EFL Writing of Chinese Tertiary Learners." RELC Journal 50, no. 1 (August 22, 2017): 53–70. http://dx.doi.org/10.1177/0033688217716507.
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The present study explores the under-researched area of collocation use with learners from different proficiency levels. The study investigates different types of collocations and the learners’ elaboration of their collocation use. A total of 194 students from three different years of study in a Chinese university wrote compositions on the same topic, and 42 of them were invited to post-writing interviews on collocation use. The compositions were used to retrieve collocations, and the interviews to explore each learner’s reflections on collocation use. The results showed that learners fail to demonstrate consistent improvement in the use of collocation in terms of frequency and association strength. The overwhelming majority of the collocations in learner writing are below the MI threshold. The present study also found that learners at the advanced stage of learning need both awareness for collocations, and more importantly, awareness for low-frequency collocations with high MI scores.
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Dastmard, Khadijeh, Habib Gowhary, and Akbar Azizifar. "Investigating Patterns of Reciprocal English-Persian Translation of Collocations by Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 21402150. http://dx.doi.org/10.17507/tpls.0611.11.
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This study investigated patterns of reciprocal English-Persian translation of collocations by Iranian EFL learners. The participants of the study were 20 intermediate and advanced level students at different private language schools in Tehran city. The instruments used in the study was a researcher-made questionnaires used for translating collocations and involved 60 items including ten collocation types. The questionnaire was translated into Persian. Then, the English and Persian versions were given to the participants to complete. The collected data was analyzed using the SPSS software. The results showed that there were meaningful differences between the two translations in ‘verb + noun’; ‘prepositions of time, place and manner; ‘verb + adverb’; and ‘adjective + preposition’ correlations. The most frequently used strategy used for translation of collocations in English-Persian and also in Persian-English translations was literal translation which is a type of direct translation. These findings indicate that collocational differences between Persian and English bring about errors in the production of Iranian EFL learners and a good number of errors in translations of collocational errors are directly caused by interference of learners’ mother tongue.
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Veronika, Chyntia. "THE STRUCTURE OF COLLOCATION AND ITS TRANSLATION STRUCTURES IN SUBTITLES OF KURZGESAGT YOUTUBE CHANNEL." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 4, no. 01 (August 28, 2020): 1–10. http://dx.doi.org/10.33479/klausa.v4i01.337.
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This research aims to identify the types of English collocation and to investigate the structure of collocations in the Indonesian translation from English in Kurzgesagt YouTube Channel. This study used a descriptive qualitative method. The research used the theory of English collocation by McCarty and O’Dell (2008) and Indonesian collocation by Imran et al (2009) to identify English collocation types and investigate the structures of collocation in Indonesian. The research found that Adjective + Noun collocation types are mostly used to 133 of 232 and Verb + Noun to 45 or 19.40%. Focusing on structure of collocation translation equivalents in Indonesian, it was also found that Indonesian collocations 157 data or 67.7 % have the same structures and 75 data or 32.3% have different structures. 9 data or 3.9% are in the form of single words, and 1 data or 0.4% has no equivalent. After verification was made, Indonesian collocation equivalent are not always collocations: 90.5% are collocations and 9.5% are non-collocations, including single words. Based on the research finding, learners of English, translators, and future translators have to build awareness of the importance of collocation. The potential difficulties lie in the difference in translation equivalent.
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Li, Shouji. "美国留学生词语搭配的偏误分析及其对词语教学的启示." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 1 (June 20, 2016): 62–78. http://dx.doi.org/10.1075/csl.51.1.03li.
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Using both quantitative and qualitative approaches, this study investigates the collocational errors in compositions written for the HSK (The Chinese language proficiency test) by American learners of Chinese. The results show that the vast majority of collocational errors are “verb + noun” collocations, and most of these errors are caused by the use of incorrect verbs. The main factors that caused these errors are also analyzed. The analysis shows that the misuse of synonyms, as well as orthographically and phonologically similar words, is the leading cause of the errors. The negative transfer of the learners’ mother tongue is also found to be a relatively important factor. Lastly, the study suggests that learners should be led by the teacher to notice collocations in texts, and then learn to construct collocation patterns on the basis of the analysis of the semantic features of most frequent words that collocate with the head words. The grasp of collocation patterns and the ability to generalize to more abstract patterns are some useful strategies to improve the outcomes of the teaching of vocabulary.
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Lei, Lei, and Dilin Liu. "The academic English collocation list." International Journal of Corpus Linguistics 23, no. 2 (October 5, 2018): 216–43. http://dx.doi.org/10.1075/ijcl.16135.lei.
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Abstract The use of collocations plays an important role for the proficiency of ESL/EFL learners. Hence, educators and researchers have long tried to identify collocations typical of either academic or general English and the challenges involved in learning them. This paper proposes a comprehensive and type-balanced academic English collocation list (AECL). AECL is based on a large corpus of academic English and was created to cover the types of collocations that will be most useful to ESL/EFL learners. AECL is the result of an innovative research-based procedure that involves a five-step selection method. A comparison of the collocations on AECL with those found in well-known collocation dictionaries of general English and on three existing academic English collocation lists indicates that AECL indeed contains mainly academic rather than general English collocations. In addition, AECL is more comprehensive with regard to the types of collocations that are relevant to learners.
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Izwaini, Sattar. "The translation of Arabic lexical collocations." Translation and Interpreting Studies 11, no. 2 (July 22, 2016): 306–28. http://dx.doi.org/10.1075/tis.11.2.09izw.
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Collocation is the tendency of lexical items to habitually co-occur in their immediate environment and is a result of arbitrary attraction between words which tend to associate with each other. Lexical collocation is the association of content words. This article investigates the translation of Arabic lexical collocations into English and discusses the methods and challenges of dealing with Arabic collocations cross-linguistically. First, collocation types, patterns, structures and restrictions are outlined. Other issues such as semantic and syntactic features as well as register are touched upon. Arabic Corpora were used to detect and verify occurrences of collocations. The article then discusses strategies of translating Arabic lexical collocations into English.
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Nagy, Tünde. "On the Importance of Raising Collocational Awareness in Translation Practices." Acta Universitatis Sapientiae, Philologica 14, no. 2 (December 1, 2022): 31–49. http://dx.doi.org/10.2478/ausp-2022-0014.
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Abstract The knowledge of medium-strength and field-specific collocations is a prerequisite for sounding native-like and as such an essential skill to have for future translators. While students are usually familiar with the use of idioms and fixed expressions, they may struggle with recognizing and also producing collocations, especially the ones they do not encounter with enough frequency. They may tend to overuse certain common word combinations and often create constructions through false analogy that result in unnatural sounding language. In order to acquire collocations, students need to notice them first – noticing, either incidental or guided, is considered to be an essential step in this process. After presenting some of the factors that hinder the accidental noticing of collocations, which also motivates the necessity for the teacher’s guidance, the paper gives examples of exercises that can help to draw students’ attention to collocations. An important objective is to raise students’ collocational awareness and also to motivate them to use resources that allow the noticing of collocations (collocation dictionaries, electronic databases, electronic corpora). A task-based approach as understood by Ellis (2003) combined with the theoretical considerations of the lexical approach (Lewis 1993) can be suitable for this purpose; the exercises presented are based on general and also semi-specialized texts and target students studying translation and working with the Hungarian–English language combination.
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Herianto, Nadia Ananda. "The Collocations of the English Words Heart and Mind: Similarities and Differences." Indonesian Journal of English Language Studies (IJELS) 2, no. 2 (December 12, 2016): 128–38. http://dx.doi.org/10.24071/ijels.v2i2.553.
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Understanding collocations is essential to interpret meanings. This study aims to analyze the similarities and differences between the collocations of the English words heart and mind. About 99 data were taken from Corpus of Contemporary American English. The collocations were categorized based on the grammatical patterns. Then, the lexical meaning of each collocation was analyzed based on the context. The collocation patterns of the words heart and mind are almost similar. Seven categories of the collocations of the word heart include heart + noun (23.24%), heart + verb (20.20%), preposition + heart (16.16%), heart of + noun (15.15%), verb + heart (12.12%), other phrases (8.08%) and adjective + heart (5.05%). Meanwhile, seven categories of the collocation of the word mind include other phrases (33.33%), preposition + mind (30.30%), verb + mind (11.11%), noun + of mind (10.10%), adjective + mind (8.08%), mind + verb (6.06%) and mind + noun (1.01%). Collocations in the form of phrases tend to have idiomatic meanings. However, there is no clear relationship between the collocation patterns and meanings of both words.
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Jha, Sanjay K. "COMMUNICATIVE VERBAL COLLOCATIONS FOR ENGLISH CONVERSATION." International Journal of Language, Linguistics, Literature, and Culture 02, no. 03 (2023): 01–11. http://dx.doi.org/10.59009/ijlllc.2023.0021.
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This study hypothesizes that a language like English can be better learnt by learning it in collocational form rather than word form. Collocation, which is a vital unit of phraseology, is a natural association or grouping of a word particularly with another word(s) because words have cohesive nature or natural tendency of being grouped with particular word(s). Given this cohesive nature of words, this study identifies highly communicative verbal collocations for daily conversation by EFL and ESL learners.
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Mohammadi Foomani, Elham, and Karim Khalaji. "Corpus-Based Versus Traditional Collocation Learning: The Case of Iranian EFL Learners." Journal of Social Science Studies 3, no. 2 (March 9, 2016): 103. http://dx.doi.org/10.5296/jsss.v3i2.8922.
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<p>A vital aspect of word knowledge is knowledge of collocations. Regarding its central role in accurate and fluent use of words, it is essential to consider collocation learning as integral to the study of vocabulary. While different methods are proposed for teaching collocations, the efficiency of these methods is yet subject to question. This study sought to investigate the effectiveness of corpus-based learning of verb-noun collocations as opposed to the traditional methods. To this aim Collin Collocation Dictionary was used as a concordancing tool for learning collocations. Forty five upper-intermediate students divided randomly into control and experimental groups were studied. A pre-test was conducted to both groups before the experiment. Next, in 4 subsequent weeks, the experimental group was provided with 24 concordance collocations and was required to identify the collocations and miscollocations while the control group received traditional collocation training through texts. At the end of the teaching procedure a post-test as well as a writing task were administered to compare students’ collocation learning and their accurate application of collocations in the writing task. In a final step, an interview was conducted to gain insight into students’ perceptions of the design. The results indicated the experimental groups’ advantage in collocation acquisition as well as their application in writings. The interview results with seven students indicated their positive perceptions of the corpus-based design despite the reported limitations.</p>
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Min, Gu, Hajar Abdul Rahim, and Ang Leng Hong. "Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations." Journal of Curriculum and Teaching 12, no. 4 (August 13, 2023): 47. http://dx.doi.org/10.5430/jct.v12n4p47.
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Restricted verb+noun collocations in English comprise delexical verb+noun collocations and lexical verb+noun collocations. The former are combinations containing verbs with ‘light’ meaning, such as make a mistake, take pictures, and have dinner, while lexical verb+noun collocations refer to combinations with technical meaning or figurative sense, such as draw a conclusion and hold discussions. Many studies have shown that these collocations are challenging to non-native English speakers, but to what extent and why one type is more challenging than the other has not received much research attention. The current study focuses on Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocation, particularly in relation to the influence of their first language (L1). To address this, the study measured Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocations using COLLEX5 collocation test and the extent to which their responses in the test were congruent or incongruent with their L1, i.e., Mandarin. The results show that Chinese EFL learners’ receptive delexical verb+noun collocation knowledge is higher than their lexical ones. The results also show that 92.3% of delexical verb+noun collocation errors are congruent with Mandarin. L1 influence is also evident in lexical verb+noun collocation errors but to a lesser extent, i.e., 72.6%. These findings indicate that L1-influenced errors account for a significant portion of the errors, suggesting that EFL learners' L1 influences how L2 collocations are processed in the mental lexicon.
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Pham, Thai Bao Ngoc. "Language Proficiency and Knowledge in Adjective-Noun Collocations: A Case Study of Vietnamese Learners of English." Journal of Language Teaching and Research 13, no. 1 (January 2, 2022): 172–81. http://dx.doi.org/10.17507/jltr.1301.20.
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Collocational development is of great significance to second language acquisition. Among different types of collocations, adjective-noun collocations are notoriously difficult to EFL learners, but there has been limited research, especially in Vietnam, on this type of collocations in the field of teaching and learning English. To address this issue, the current study, employing the quantitative approach, investigates Vietnamese university students’ receptive and productive knowledge of adjective-noun collocations and the relationship between their language proficiency and their collocational knowledge. Results reveal that the difference between the students’ receptive and productive knowledge was more significant when they reached higher levels of English, and even those at an advanced level had great difficulties in identifying erroneous collocations and using them correctly. The number of collocational errors appeared to increase with rising proficiency. Results also indicate a close relationship between language ability and collocational knowledge, thereby emphasizing the importance of teaching collocations explicitly in English classrooms.
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Sicherl, Eva. "On the Content of Prepositions in Prepositional Collocations." ELOPE: English Language Overseas Perspectives and Enquiries 1, no. 1-2 (December 31, 2004): 37–46. http://dx.doi.org/10.4312/elope.1.1-2.37-46.
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The article aims to shed some light on the problems faced by non-native speakers in the formation of so-called prepositional collocations (i.e. typical, recurrent combinations of verbal, nominal or adjectival bases with prepositional collocators). The reasons for frequent mistakes mainly lie in the meaning of the preposition used as part of collocation, which tends to be even more dispersed, abstract and difficult to define than that of the preposition used in a free combination. However, the preposition when used as a collocator seems to act, at least to some extent, as a carrier of some content; this can be proven by valency patterns: meaning-related content words (collocational bases) tend to regularly combine with identical prepositions. The fact that prepositions used in collocations also have their semantic part to contribute to the whole unit should also be considered in the classification of collocations into grammatical and lexical ones.
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Zughoul, Muhammad Raji, and Hussein Abdul-Fattah. "Translational Collocational Strategies of Arab Learners of English." Babel. Revue internationale de la traduction / International Journal of Translation 49, no. 1 (August 14, 2003): 59–81. http://dx.doi.org/10.1075/babel.49.1.05zug.
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Arab learners of English encounter a serious problem with collocational sequences. The present study purports to determine the extent to which university English language majors can use English collocations properly. A two-form translation test of 16 Arabic collocations was administered to both graduate and undergraduate students of English. The first form included the English translation in a multiple-choice format whereas the other was given as a free translation task. The findings confirmed the writers’ hypothesis that Arab learners of English at all levels face difficulty with English collocations. Moreover, the study aimed at the characterization of the communicative strategies imple-mented by the subjects in their attempts to convey the English meaning. Twelve such strategies have been identified, exemplified and described. The findings have substanti-ated the role of the NL in FL production as well as the need for explicit instructional focus on collocation in school and university.
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Meredith, Alex, Stephen Leroy, Lucy Halperin, and Kerri Cahoy. "Efficient collocation of global navigation satellite system radio occultation soundings with passive nadir microwave soundings." Atmospheric Measurement Techniques 16, no. 13 (July 4, 2023): 3345–61. http://dx.doi.org/10.5194/amt-16-3345-2023.
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Abstract. Radio occultation (RO) using the global navigation satellite system (GNSS) can be used to infer atmospheric profiles of microwave refractivity in the Earth's atmosphere. GNSS RO data are now assimilated into numerical weather prediction models and used for climate monitoring. New remote sensing applications are being considered that fuse GNSS RO soundings and passive nadir-scanned radiance soundings. Collocating RO soundings and nadir-scanned radiance soundings, however, is computationally expensive, especially as new commercial GNSS RO constellations greatly increase the number of global daily RO soundings. This paper develops a new and efficient technique, called the “rotation–collocation method”, for collocating RO and nadir-scanned radiance soundings in which all soundings are rotated into the time-dependent reference frame in which the nadir sounder's scan pattern is stationary. Collocations with RO soundings are then found when the track of an RO sounding crosses the line corresponding to the nadir sounder's scan pattern. When applied to finding collocations between RO soundings from COSMIC-2, Metop-B-GRAS, and Metop-C-GRAS and the passive microwave (MW) soundings of the Advanced Technology Microwave Sounder (ATMS) on NOAA-20 and Suomi-NPP and the Advanced Microwave Sounding Unit (AMSU-A) on Metop-B and Metop-C for the month of January 2021, the rotation–collocation method proves to be 99.0 % accurate and is hundreds to thousands of times faster than traditional approaches to finding collocations.
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Assri, Bahy Chemy Ayatuddin. "Kolokasi Leksikal dan Gramatikal dalam Cerpen Ahdu as-Syaitan karya Taufiq al-Hakim." Alfaz (Arabic Literatures for Academic Zealots) 10, no. 2 (December 16, 2022): 173–84. http://dx.doi.org/10.32678/alfaz.vol10.iss2.9065.
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This paper wants to reveal the pattern of lexical and grammatical collocations in the short story Ahdu as-Syaitan by Taufiq al-Hakim by using a combination of theory between Benson and Hafidz. A collocation is a phrase consisting of words that are used together and the original meaning can be traced so that it does not create a new meaning. In the field of education, teachers tend to teach vocabulary without collocation. This is due to the teacher's lack of understanding of collocation. In the field of terjamah, often the collocation equivalent does not match the dictionary. If you want to say 'watching tv', you should use يشاهد التلفاز not ينظر التلفاز. The results of the study include: the researcher found six collocations consisting of four grammatical and two lexical collocations. The pattern used in grammatical collocations is KB + preposition in KB phrase, KK + preposition KB phrase, where the phrase is an adverb, KK + preposition of noun phrase, where the phrase is an object. The pattern used in lexical collocations is KK + adverb.
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Kamarudin, Rafidah, Shazila Abdullah, and Roslina Abdul Aziz. "Examining ESL Learners’ Knowledge of Collocations." International Journal of Applied Linguistics and English Literature 9, no. 1 (January 31, 2020): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.1p.1.
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It is generally agreed that collocational knowledge is an important language form for language learners in order for them to be proficient and fluent in the target language. However, previous studies have reported that second language (L2) learners lack collocational competence and they encounter difficulties in learning and using collocations. The present study not only investigates the overall collocational knowledge of Malaysian ESL learners, but more specifically, their productive and receptive knowledge of lexical and grammatical, which so far have not been further explored. Additionally, the ESL learners’ performance on three different types of collocations: verb-noun, adjective-noun, and verb-preposition is also investigated. Results of the study reveals a few interesting findings with respect to the Malaysian ESL learners’ overall knowledge of collocations, in particular their productive and receptive knowledge of collocations in relation to the three different types of collocations (verb-noun, adjective-noun, and verb-preposition). Pedagogical implications with regard to collocations and recommendations for future research are also put forward. investigated both the receptive and productive aspects of collocational.
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Hajebi, Mustapha, and Sadegh Ghaffary. "Assessing Collocational Competence by Probating Emotioncy: Testing the Mediating Role of Gender in Educational Dimensions." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 123. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.123.
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The purpose of this paper was to examine at shedding more light into the effectiveness of emotioncy on gender in assessing Persian EFL learners’ collocational competence. This study used quantitative methods and the learners were from both intermediate and advanced proficiency groups. The results indicated that male participants who received emotioncy levels performed more efficiently on C-test and open ended test in comparison with females who recorded better performance on cloze test. The study suggested important results for EFL instructors that teacher’s experiences showed Iranian EFL learners generally have inadequate knowledge of English collocations in particular of restricted collocations. Moreover, some participants in this study believed that collocations could not be regarded as something that EFL learners could acquire without any instruction; therefore, it was essential to incorporate collocation instruction into EFL reading classes. The findings could help teachers and curriculum designers to classify errors in a continuum ranging from the least to the most problematic ones.
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Ifadloh, Nur, Warsono Warsono, and Abdurrahman Faridi. "The Comparison of Lexical Collocations in English Textbooks Used in Indonesia." English Education Journal 11, no. 3 (September 15, 2021): 434–43. http://dx.doi.org/10.15294/eej.v11i1.47254.
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Teaching collocations becomes very important for ESL/EFL students to achieve language fluency since the students spend a great amount of time interacting with their textbooks. This study aims to investigate the comparison of lexical collocations used in two textbooks used regularly in senior high school level in Semarang namely Aim High Student’s Book 1 and Bahasa Inggris Kelas X. This study applied descriptive qualitative method. The documentary method was used in collecting the data. The data were analyzed based on collocation theories proposed by Benson, et al. (1997) and Lea (2002). The result showed that there were three similarities found regarding the lexical collocation occurrence in all parts of the textbooks, the highest frequency of the lexical collocations occurrence in the exercise part of the textbooks, and the highest frequency of the types of lexical collocations in the textbooks. Meanwhile, there are three differences found regarding the number of lexical collocation frequency in each textbook, the order in using lexical collocations from the highest to the lowest frequency, and the way the authors of the textbooks in introducing and teaching lexical collocations to the students. Furthermore, it was also found that Bahasa Inggris Kelas X produced some inaccurate lexical collocations.
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Sari, Beaty Novita, and Ingatan Gulö. "Observing Grammatical Collocation in Students’ Writings." TEKNOSASTIK 17, no. 2 (October 18, 2019): 25. http://dx.doi.org/10.33365/ts.v17i2.325.
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This research aimed to describe the types of grammatical collocation errors produced by English learners in their writings. The writers used a qualitative method for collecting and analyzing the data. The data were taken from first-year students’ essays. Collocations from fifteen essays were collected and analyzed. As the standard for the collocations being analyzed, The Oxford Collocation Dictionary and The BBI Combinatory Dictionary of English were used by the writers. The results showed that the students made grammatical collocation errors in their writings, with a total of 35 grammatical collocations. It was also found that verb-noun collocation is the most dominant error made, which indicated that the students faced difficulties in using proper verbs in collocations.Keywords: Collocation error, grammatical collocation, students’ writings
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Patekar, Jakob. "What is a metaphorical collocation?" Fluminensia 34, no. 1 (2022): 31–49. http://dx.doi.org/10.31820/f.34.1.5.
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In research on collocations published in English we encounter, albeit rarely, the use of the notion “metaphorical collocations”. It is interesting to note that seldom if ever are metaphorical collocations defined in any way in these studies, suggesting that researchers find the term self-explanatory. However, seeing that metaphorical collocations are an exciting area of research that is yet to draw attention from the wider community of researchers, the aim of this paper is to analyze the current understanding of what a metaphorical collocation is by examining the theoretical foundations as well as studies, specifically those published in English (as the language of scientific research). Therefore, I examined publications in English (and German) for definitions of a metaphorical collocation, and I examined a number of studies on such collocations, or studies that refer to such collocations, in English. In view of theoretical considerations, I have found that metaphorical collocations indeed have an established definition, while in regard to research on such collocations, I have found that authors most often than not leave out the definition and actually label a wide range of multiword units as metaphorical collocations. I propose that for the sake of clarity and transparency in research on metaphorical collocations in English, researchers refer to and adhere to a definition of the notion. This is particularly important as metaphorical collocations are at the intersection of two quite complex linguistic phenomena: metaphors and collocations.
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Jaafarigohar, Manochehr, and Mohsen Nazari. "Teaching lexical chunks on retention and production of referential and collocational meaning of lexis among the Iranian EFL learners." Global Journal of Foreign Language Teaching 5, no. 1 (November 17, 2015): 65. http://dx.doi.org/10.18844/gjflt.v5i0.41.
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This study focuses on the role of collocations in language teaching. Due to vagueness in definition and categorization, the collocations are being divided into two types: referential collocations meaning being recognizable by just referring to single word companies, and inferential collocations being the types that the meaning cannot be easily discerned by non-native speakers of English. This study compares these two types of collocations and found that learners had more difficulty in producing the collocations while contrary to some studies they also do not recognize the inferential or referential collocations and face difficulty recognizing or producing them. Keywords: collocation, inferential, referential.
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Malsha, R. P. B., Manoj Ariyaratne, and Chulananda Samaranayaka. "The Lexical Features of Types of Linguistic Collocations: A Study with Special Reference to Selected Public Administration Circulars in Sinhala and Their English Translations." Sri Lanka Journal of Social Sciences and Humanities 3, no. 2 (August 21, 2023): 121–37. http://dx.doi.org/10.4038/sljssh.v3i2.106.
Full textAbstract:
Language is designed to fulfil the communication requirements of communities. Each language has specific and unique characteristics in comparison to any other language. Collocation is also a vital concept that assists in enhancing the quality and formality of both written and spoken languages. The concept of collocation means a set of words that naturally or unintentionally co-occur together to deliver a particular meaning. The attention of many researchers and scholars has been drawn to this concept due to the absence of a recognized or fully accurate definition and classification in this regard. This study aimed at identifying the lexical features of the types of linguistic collocations used in Public Administration Circulars in Sinhala. The study focused on four linguistic collocations suggested by Li et al. (2005). Accordingly, lexical features such as word length, word frequency, high-frequency words, and low-frequency words were identified. The data were collected for the research after extensive analysis of circulars and then the specific sets of words and terms were extracted. Content analysis was used to analyze data. The results of the study indicate that the most frequently used type of linguistic collocation in Public Administration Circulars are fixed collocations. The highest word length of fixed and strong collocations belongs to the 3-letter word group and in loose collocations, the 4-letter word group represents the highest value. Furthermore, the word frequency of fully fixed collocations is equal for each word. The maximum word frequency of fixed collocations and strong collocations is 13, whereas the highest word frequency of loose collocations is 4.