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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.<br>"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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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<br>L'auteur n'a pas fourni de résumé en anglais
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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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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.<br>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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Kovács, Dávid. "Collocations en français et en hongrois." Paris 5, 2010. http://www.theses.fr/2010PA05H021.
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Suivant l’approche sémantique francophone, le présent travail vise à élaborer un nouveau système de critère susceptible de définir les séquences verbales collocatives. Il s’inscrit dans le cadre théorique de « Sens-Texte » d’Igor Melč’uk et dans celui des « classes d’objets » de Gaston Gross. Notre approche méthodologique consiste en une sorte d’algorithme séquentiel dans la mesure où il recours à un certain nombre de questions, de réponses et d’instruction afin de résoudre le problème de la classification des expressions. Ainsi, les critères classificatoires ne sont pas employés de manière simultanée, mais de manière linéaire, suivant un ordre donné, ce qui ne correspond pas à la méthode traditionnelle. Les trois premières questions (premier bloc) de l’algorithme concernent la compositionnalité des constituants de la séquence tandis que les trois autres questions (second bloc) portent sur la nature du prédicat. Ainsi, nous ne considérons comme expression verbale collocative que les séquences (1) qui se constituent d’éléments compositionnels (de constituants libres, d’un complément d’objet non datif compositionnel et d’un prédicat compositionnel), (2) dont le sens n’est calculable qu’à partir de la somme des sens des constituants, (3) qui renferment un prédicat imposant des restrictions sémantiques à son complément d’objet non datif, (4) qui renferment un prédicat qui n’est ni l’opérateur général, ni l’opérateur approprié de la classe d’objet à laquelle appartient le nom de la séquence, (5) et dans lesquelles aucun des constituants ne possède de synonymes susceptibles de former une expression correcte avec l’autre constituant<br>In linguistics, collocation defines a sequence of words or terms that co-occur more often than would be expected by chance. The present work, which aims to develop a new suitable criterion system in order to define collocational co-occurrences, follows the francophone semantic approach. The theoretical background for the work is based on the ‘Meaning-Text Theory’ of Mel’čuk. Besides Mel’čuk’s model, we also greatly rely upon another linguistic model called the Gross’ Theory of Object Classes. The method of analysis resembles a sequential algorithm, as questions, answers and commands are being used for the problematic of categorization of verbal co-occurrences. Therefore, our method does not employ simultaneously the differentiating criteria as the traditional analyzing methods do, but instead, studies them successively, in a given order. The first three questions of the algorithm scrutinize the compositionality of the co-occurrence’s components, while the questions of the second part study the nature of predicates of the only compositional co-occurrences. Based on this system, we regard all those expressions as verbal collocations in which (1) all terms are compositional; (2) the full meaning consists only the meanings of the terms; (3) the predicate places semantic restrictions on its non dative object argument; (4) the predicate is neither general nor appropriate regarding its non dative object argument as for its relation to semantic general class and class of object; and (5) although one of the components (the predicate or the non dative object argument) possesses a synonym, but it does not form a proper expression with the other term
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Thiaw, Ndeye Fatou. "Adjectifs prédicatifs et collocations en wolf." Paris 13, 2013. http://www.theses.fr/2013PA131001.
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Ce travail est issu d’une réflexion sur la désambiguïsation lexicale, problème fondamental qui a été très peu traité en wolof et auquel l’équipe du projet de dictionnaire électronique unilingue wolof et bilingue wolof-français a été confrontée lors de l’élaboration des définitions des lexèmes dépistés au départ d’un corpus textuel et lors du traitement des unités polysémiques. L’objectif fixé dans cette étude était, dans un premier temps, de vérifier qu’il est possible, en wolof, de délimiter la catégorie des adjectifs qualificatifs en se basant sur les critères définitionnels développés au LDI. Dans un second temps, de compléter le projet unilingue par la création d’un dictionnaire des adjectifs prédicatifs du wolof sur une base sémantique ainsi que de lister au moyen d’un large éventail de corpus textuels les collocations adjectivales<br>This work is the result of a reflection on the word sense disambiguation, fundamental problem that has been poorly treated in Wolof and which the project team unilingual electronic dictionary Wolof Wolof-French bilingual faced when developing definitions of lexemes detected starting from a textual corpus and when processing of ambiguous units. The objective in this study was, firstly, to check that it is possible, in Wolof, to define the category of qualifying adjectives based on the definitional criteria developed in the LDI. In a second time to complete the unilingual project by creating a dictionary of the Wolof predicative adjectives on a semantic basis, as well as list using a wide range of textual corpora the adjectival collocations
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Abd, Halim Hasliza. "Restricted Verb Phrase Collocations in Standard and Learner Malaysian English." Thesis, University of Canterbury. Linguistics, 2014. http://hdl.handle.net/10092/10362.
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The English used in Malaysia is one of the varieties of New Englishes and this variety has emerged due to the spread of English around the world (Platt, et al., 1983; Pillai, 2006). In the case of Malaysia, Malay is the national language and standard English exists to be the language of an elite (Bao, 2006), also as a language of interaction. Over years of playing its various roles as a language of interaction, there has emerged a variety of English that is distinctively Malaysian (Asmah, 1992). Baskaran (2002) points out that English is now adopted and adapted in the linguistic ecology of Malaysia, and all Malaysians should be proud of it with all its local ‘nuances and innuendos’. Malaysian English today is ‘a rich tapestry of a typical transplanted variety of English’. Malaysian English (ME) is one of the new varieties of English, with some distinct features include the localized vocabulary, pronunciation, grammar as well as pragmatic features (Pillai, 2006; Pillai and Fauziah, 2006, p.39). The present study has embarked on a specialised study of vocabulary. In particular, it examined the English collocations produced by non-native speaker English users in Malaysia. The study provided insight into the nature of the internal norms of English used in Malaysia to see how these English restricted collocations being used by this group of learners. The investigation focused on the learners’ productive knowledge of Verb-Noun collocations of their written English with the impact of exposure and frequency. Nesselhauf (2003) has the opinion that verb-noun combinations are the most frequently mistaken so they should perceive particular attention of learners.
Investigating collocation in English language learning is paramount as such study may inform us on the use of restricted collocations in English language teaching and learning in Malaysian context. The findings in Chapter 4 and 5 suggest that the frequency of the cloze verb does have an effect as predicted by Kuiper, Columbus and Schmitt (2009). This is so because frequency is a measure of likely exposure. The more frequent an item is in corpora, the more likely a learner is to be exposed to it. What is needed is a much more nuanced notion of exposure. The findings in Chapter 6 proves that the malformed collocations make sense could be a way of making the World English perspective relevant after all. A new testing approach is proposed; semantic plausibility metric, which is used as a tool for this study, can be useful used as a measure of vocabulary acquisition as well as looking at learners’ test taking strategies. The findings of the present research on Malaysian English collocations contribute new knowledge to the existing understanding and literature on the acquisition of collocations.
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Oderfält, Ozelot. "Language change and collocations : A study of collocation patterns and semantic prosody during the Covid-19 pandemic." Thesis, Umeå universitet, Institutionen för språkstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-187058.
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This essay is a corpus-based and quantitative study on language change that has occurred during global events, such as the Covid-19 pandemic. Global events especially affect the English language since it is a global language. In this essay, language change, collocation patterns and semantic prosody are discussed to compare the use of language and investigate whether any changes have occurred during the pandemic. These factors are studied since changes in collocation patterns can give words new meaning and possibly also a new semantic prosody. The collocations that are two or more words that often go together and the frequency of 10 sets of words are studied in particular, since they are often used during the Covid-19 pandemic. The British national corpus (BNC) and the Coronavirus Corpus (CVC) are used in the study to retrieve information on collocational patterns. By using the two corpora, it is possible to investigate the collocations during the pandemic by using CVC, and BNC for a comparison to the collocational use before the pandemic. This is done by using the collocate function in the corpora and investigating the collocates of two words on either side of the node. The major findings from the research reported in this essay show that many of the words have received additional meaning during the pandemic through their collocations, and they are most commonly neutral in semantic prosody.
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Amarius, Sebastian, and Oliver Fredriksson. "Digital games and collocations : A study of the relationship between L2 learners' gaming habits and knowledge of collocations." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44779.
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Digital games are often considered a pastime activity with little to no real or tangible benefits. This, however, is contrary to studies on the usefulness of digital games in second language (L2) learning. There are several aspects of L2 learning that are affected positively by gaming, as well as other extramural English (EE) activities. One of these aspects is vocabulary, which has been proven to be substantially improved by gaming through incidental learning. Collocations are often referred to as word pairs that co-occur more frequently than any other two words. The definition of a collocation is a contested subject, making research and theories around collocations widespread and varied depending on what definition a given author subscribes to. In the present study Howarth’s (1996) definition of collocations has been used. The hard-to-define nature of collocations extends into the act of teaching - collocations are rarely taught because they follow no set rule or pattern. This means that L2 learners must acquire their collocation knowledge incidentally, either in the classroom or through EE activities. The present study aims to investigate the relationship between EE activities, primarily gaming, and the collocation knowledge of 87 Swedish teenagers in upper compulsory school and upper secondary school. This was done through a Productive Collocation Test (PCK) as well as a questionnaire. The results of the study show that students who engage in EE activities are more knowledgeable in terms of collocations than those who do not. Additionally, out of the EE activities included in the questionnaire gaming seems to be the best way to acquire collocation knowledge. The present study concludes that there is a connection between EE activities, especially gaming, and collocation knowledge. Informants that claimed to spend more time per week playing digital games generally scored higher on the collocation test. This was also true for the students who claimed to spend a considerable amount of time on visual media per week. These informants also had knowledge of collocations that very few of the respondents knew, particularly the students who partake in gaming. The findings of the present study suggest that digital games could be used as a tool for teaching collocations. However, more research is required to carry this idea further.
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Netto, Josà William da Silva. "Desenvolvimento da competÃncia colocacional na produÃÃo escrita dos assistentes de professores de inglÃs em universidades brasileiras." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17648.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior<br>A pesquisa aqui descrita à produto de uma empreitada que concatena trÃs grandes Ãreas dentro dos estudos em LinguÃstica: Fraseologia, CompetÃncia Comunicativa e InterlÃngua. Tendo em vista que as unidades fraseolÃgicas sÃo itens lexicais de difÃcil aquisiÃÃo em contexto de segunda lÃngua, adotamos as colocaÃÃes como objeto de estudo por serem altamente produtivas e recorrentes na produÃÃo oral e escrita de falantes nativos. Intencionamos averiguar como os aprendizes de PortuguÃs como LÃngua adicional utilizam as colocaÃÃes em textos escritos e de que forma esse uso delata o que decidimos chamar de CompetÃncia Colocacional. Optamos por trabalhar com sujeitos norte-americanos pertencentes ao programa FLTA, ligado à ComissÃo Fulbright, que promoveram a lÃngua inglesa no Brasil por nove meses no perÃodo de 2015. Os sujeitos que tiveram interesse em participar desta pesquisa foram agrupados conforme nÃvel de proficiÃncia e escreveram textos, em lÃngua portuguesa,
cujo tema versava sobre suas impressÃes sobre a cultura brasileira. Depois de escritos, os textos foram analisados e as colocaÃÃes categorizadas de acordo com a equivalÃncia existente entre lÃngua alvo/materna e conforme suas estruturas morfossintÃticas. ApÃs cruzarmos os dados, encontramos que o sistema linguÃstico do nÃvel de proficiÃncia B1/B2 ainda à dependente da lÃngua materna, apresentando colocaÃÃes de âEquivalÃncia Totalâ em todos os tipos de estruturas morfossintÃticas. A anÃlise do grupo de nÃvel de proficiÃncia C1/C2 mostrou que este conhece e utiliza uma quantidade maior de tipos de estruturas, embora produzindo colocaÃÃes pautadas em uma relaÃÃo direta com a lÃngua materna. AlÃm disso, realizamos uma anÃlise dos erros colocacionais, cujos resultados apontam para o fato de a
transferÃncia linguÃstica nÃo se constituir como fator principal para o processo de fossilizaÃÃo e percebeu-se tambÃm que os nÃveis mais avanÃados cometem mais erros colocacionais por
ainda estarem testando hipÃteses sobre a lÃngua em aquisiÃÃo. ConcluÃmos lanÃando perspectivas de continuidade e possÃveis contribuiÃÃes que este trabalho oferece para Ãreas como LinguÃstica Aplicada, por exemplo.<br>The research described here is the product of a work that concatenates three major areas within the studies in Linguistics: Phraseology, Communicative Competence and
Interlanguage. Given the fact that phraseological units are lexical items of difficult acquisition in a second language context, we adopted the collocations as an object of study to be highly productive and recurrent in oral and written production of native speakers. We intended to find out how the learners of Portuguese as an additional language use collocations in written texts and how this use betrays what we decided to call collocational competence. We chose to
work with American subjects belonging to the FLTA program, linked to the Fulbright Commission, who promoted the English language in Brazil for a nine-month period in 2015.
The subjects who were interested in participating in this study were grouped according to the level of proficiency and were asked to write texts in Portuguese, whose theme questionnaire was about their impressions of the Brazilian culture. Once written, the texts were analyzed and the collocations categorized according to the existing equivalence between target / mother language and according to their morphosyntactic structures. After we crossed the data, we found out that the B1 / B2 language system proficiency level is still dependent on the mother tongue, with "Total Equity" collocations presented in all types of morphosyntactic structures. The analysis of the C1 / C2 proficiency level group showed that they know and use a larger number of types of structures, while producing guided collocations in a direct relationship with the mother tongue. In addition, we conducted an analysis of collocational errors, whose results point to the fact that the linguistic transfer does not constitute the main factor to the process of fossilization. Besides, we also realized that the most advanced levels make more collocational errors as they were still testing hypotheses on language acquisition. We concluded by launching perspectives of continuity and possible contributions that this work
offers to areas such as Applied Linguistics.
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Durrant, Philip Lee. "High frequency collocations and second language learning." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10622/.
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This thesis explores the implications of high frequency collocation for adult second language learners. It addresses three main questions. First, it asks to what extent high frequency of occurrence in a corpus indicates that collocations are independently represented in the minds of native speakers. A word association study indicates that high frequency of occurrence is a fairly reliable predictor of mental representation, though this methodology does not allow us to determine the precise strength of the relationship. A series of lexical decision studies also show a relationship between frequency and representation, but effects are limited to those collocations which are sufficiently salient to also register as associates. This suggests that psycholinguistic 'priming' models may not be the best way of understanding collocation. Second, the thesis examines the idea that adult second language learners usually fail to retain the collocations to which they are exposed. This is tested through a lab-based training study and a learner-corpus study. Results suggest that adult learners are capable of learning collocations from input, but that 1) the relatively low levels of input to which most learners are exposed mean that they nevertheless tend not to attain native-like profiles of collocation use, and 2) input which provides repeated exposure to collocations can dramatically improve learning. Third, the thesis asks whether a useful pedagogical listing of frequent 'academic collocations' can be compiled. Results suggest that an academic collocation list is viable, but that important caveats need to be made concerning the nature of the collocations included and the range of disciplines for which such a listing will be useful. Moreover, listings of two-word collocations should be seen only as a starting point for more comprehensive phraseological listings. Suggestions will be made for ways in which we might go beyond such two-word listings.
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Morgan, J. Arianna. "Explorations into the Psycholinguistic Validity of Extended Collocations." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2005.
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This study tests the hypothesis that frequency and collocational association make independent contributions to the processing time of English multiword collocational, phrases for L1 and L2 English speakers. The results suggest that these constructs do play a role in the processing of 4-word, corpus-extracted phrases. In this sample, L1 speakers demonstrated reduced processing time for both highly frequent and highly associated phrases, while L2 speakers demonstrated reduced processing time for highly frequent phrases. Evidence exists in the data that highly proficient L2 speakers may develop similar patterns of reduced processing time as L1 speakers. Additionally, some L1 speakers did not show the sensitive to higher levels of association typical of this group. Understanding these contributions has the potential to elucidate the most useful targets of phrasal instruction for ESOL students and the psychological mechanisms of associative learning.
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Bonci, Angelica. "Collocations in Italian as L2 : a case-control study." Thesis, Royal Holloway, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409398.
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Evert, Stefan. "The statistics of word cooccurrences word pairs and collocations /." [S.l. : s.n.], 2005. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB12046165.
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Гармаш, В. "Труднощі при перекладі фразеологізмів". Thesis, Сумський державний університет, 2015. http://essuir.sumdu.edu.ua/handle/123456789/39258.
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Rouhani, Jameela M. M. "An applied research into the linguistic theory of collocation : English-Arabic dictionary of selected collocations and figurative expressions with an Arabic index." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282668.
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Archer, Vincent. "Graphes linguistiques multiniveau pour l'extraction de connaissances : l'exemple des collocations." Phd thesis, Université Joseph Fourier (Grenoble ; 1971-2015), 2009. http://www.theses.fr/2009GRE10127.
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Pour modéliser au mieux les phénomènes linguistiques dans les systèmes de traitement automatique des langues (traduction, analyse, etc. ), il faut disposer de ressources de qualité. Or, les ressources existantes sont souvent incomplètes et ne permettent pas de traiter correctement les données. Cette thèse s'intéresse à l'acquisition de connaissances linguistiques, plus précisément à leur extraction à partir de corpus. Nous étudions en particulier le problème des collocations, ces couples de termes dont l'un est choisi en fonction de l'autre pour exprimer un sens particulier (comme « pluie battante » où « pluie » exprime l'intensification). Pour permettre l'acquisition de données à grande échelle, il faut la rendre facile à réaliser de manière automatique, et simple à paramétrer par des linguistes aux connaissances limitées en programmation ; cela nécessite une modélisation adaptée et précise des données et des processus. Nous avons réalisé et décrivons MuLLinG, modèle de graphes linguistiques multiniveau, où chaque niveau représente l'information d'une manière différente,et les opérations de manipulation de ces graphes. Ce modèle permet de représenter et traiter divers types de ressources. En effet, les opérations associées ont été écrites pour être les plus génériques possibles : elles sont indépendantes de ce que peuvent représenter les nœuds et les arcs du graphe, et de la tâche à réaliser. Cela permet à notre modèle, mis en œuvre et utilisé pour plusieurs expérimentations (entre autres l'extraction de collocations), de voir un processus parfois complexe d'extraction de connaissances linguistiques comme une succession d'opérations simples de manipulation de graphes<br>In order to model at best linguistic phenomena, natural language processing systems need to have quality ressources at their disposal, yet existing ressources are most often incomplete and do not allow to treat data in an adequate manner in process like translation, analysis, etc. This thesis is about acquisition of linguistic knowledge, and more precisely about the extraction of that knowledge from corpora where it appears. We study especially the problem of the collocations, these couple of terms where one term is chosen in function of the other one to express a particular meaning (as « driving rain », where « driving » is used to express the intensification). To allow large-scale data acquisition, it is necessary to make it easy to realize in an automatic manner, and simple to configure by linguists with limited knowledge in computer programming. For that reason, we have to rely on a precise and suitable model for data and process. We describe MuLLinG, the multilevel linguistic graph we realized, where each level represents information in a different manner, and operations for the manipulation of these graphs. That model, based on a simple structure (the graph one), allows to represent, treat, and manage diverse kinds of ressources. Indeed, associated operations were written in order to be as most generic as possible, which means that they are independent of what nodes and edges represents, and of the task to realize. That enables our model, which has been implemented and used for several experiments, some concerning collocation extraction, to view a process (sometimes complex) of linguistic knowledge extraction, as a succession of small graph manipulation operations
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Brown, Dale. "Developing a measure of L2 learners' productive knowledge of English collocations." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/117010/.
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Obtaining accurate measurements of L2 learners’ productive knowledge of collocations has proven difficult. The goal of the work reported in this thesis was to develop and test a means of eliciting from learners a reliable and representative sample of their productive knowledge of collocations. The two main methods typically used for this purpose are demonstrated to suffer from a number of drawbacks, yet one instrument is identified as having potential. This instrument, LexCombi, originally devised by Barfield (2009a), presents noun cues to learners and asks for three collocates in response to each cue, which are then evaluated as either canonical or not. In this thesis, LexCombi is taken forward and, through an iterative series of empirical studies, developed further. Specifically, after trialling LexCombi and exploring how learners interact with it, the format is adapted to more clearly guide respondents towards producing collocations; the scoring of learners’ responses is reviewed to gain a more complete picture of learners’ knowledge; and a new set of cue words is trialled and selected to resolve a number of issues identified with the original cues. After this development process, an empirical evaluation of the final form of the instrument, LexCombi 2, is conducted and its capacity to provide useful data on learners’ productive knowledge of collocations is evaluated. Following this, the empirical data is used to consider what can be learned about collocation knowledge using LexCombi 2. Explorations include the relationship between collocation knowledge and general L2 proficiency, the types of words that are used as responses to LexCombi 2, and how LexCombi 2 scores are affected by different conceptions of collocation. Finally, the thesis considers the overall significance of this work for our understanding of collocation knowledge more generally.
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Tsai, Kuei-Ju. "A multidimensional investigation of a data-driven approach to learning collocations." Thesis, University of Bristol, 2011. http://hdl.handle.net/1983/e62d0b18-77ba-45cb-808c-09aca44c7246.
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This study investigates a corpus-assisted pedagogical approach to developing the collocational knowledge of English as a Foreign Language (EFL) learners -a data-driven approach to learning collocations (DALC). To gain a full understanding of such an approach, three key dimensions thereof are explored: the learning product, learning processes and learner perceptions of DALC. 186 undergraduate EFL learners in Taiwan participated in the study. The participants came from four intact classes, two of which were randomly assigned to an experimental group, and the other two were assigned to a control group: the former received DALC intervention, while the latter encountered target collocations through teacher instruction. Measurements of learners' collocational knowledge were taken from both groups before and after DALC intervention (or non-intervention). Collocational knowledge was examined at three levels: receptive and controlled productive knowledge (as measured by collocation tests), and free productive knowledge (as measured by the collocations used in writing assignments). To understand how collocation learning occurred with DALC, the thinking processes in which learners engaged as they undertook the DALC task were elicited with a mentalistic measure (concurrent think-aloud) and a behaviouristic measure (parallel corpus queries). A questionnaire was administered to elicit learners' perceptions of DALC. The findings indicate that DALC had a positive impact on learners' receptive, controlled productive and free productive collocational knowledge. In addition, the participants seemed to have an increased awareness of the usage-based and language-specific nature of collocations. The quantitative and qualitative changes in the learners' collocational knowledge may be attributable to the intense cognitive processing in which they engaged during the DALC task, as evidenced by a rich array of cognitive and metacognitive strategies employed to approach the task. Generally, the participants held a positive attitude toward DALC, but they were nonetheless concerned about the efficiency of such an endeavour.. Learners' performance, process and perception data provide evidence that DALC is a promising pedagogical approach in developing EFL learners' collocational knowledge and raising collocational awareness. This warrants further research to explore the possibilities and develop the potential of corpus resources in assisting the learning of collocations
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Abakumova, Olga. "The use of the prepositions to and with after the verb to talk in British and American English : A corpus-based study." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1376.
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<p>This paper is a study of the use of the prepositions to/with after the verb to talk in British and American English. The research is based on the material from the COBUILDDirect corpus, Longman American Spoken Corpus and New York Times CD-ROM. The common and different features of the use of talk to/with in different genres of American and British English as well as in written and spoken English were studied; special attention was paid to the factors which influence the choice of the prepositions. The research has shown that generally talk with is used much less than talk to and probably is undergoing the process of narrowing of meaning. With after talk seems to be used most often to refer to two-way communication while talk to is used to refer to both one- and two-way communication and is, therefore, more universal than talk with.</p>
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Alharbi, Rezan Mohammed S. "Acquisition of lexical collocations : a corpus-assisted contrastive analysis and translation approach." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3660.
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Research from the past 20 years has indicated that much of natural language consists of formulaic sequences or chunks. It has been suggested that learning vocabulary as discrete items does not necessarily help L2 learners become successful communicators or fluent and accurate language users. Collocations, i.e. words that usually go together as one form of formulaic sequences, constitute an inherent problem for ESL/ EFL learners. Researchers have submitted that non-congruent collocations, i.e. collocations that do not have corresponding L1 equivalents, are especially difficult to acquire by ESL/ EFL learners. This study examines the effect of three Focus-on-Forms instructional approaches on the passive and active acquisition of non-congruent collocations: 1) the non-corpus-assisted contrastive analysis and translation (CAT) approach, 2) the corpus-assisted CAT approach, and 3) the corpus-assisted non-CAT approach. To fully assess the proposed combined condition (i.e. the corpus-assisted CAT) and its learning outcomes, a control group under no-condition was included for a baseline comparison. Thirty collocations non-congruent with the learners’ L1 (Arabic) were chosen for this study. 129 undergraduate EFL learners in a Saudi University participated in the study. The participants were assigned to the three experimental groups and to the control group following a cluster random sampling method. The corpus-assisted CAT group performed (L1/ L2 and L2/ L1) translation tasks with the help of bilingual English/ Arabic corpus data. The non-corpus CAT group was assigned text-based translation tasks and received contrastive analysis of the target collocations and their L1 translation options from the teacher. The non-contrastive group performed multiple-choice/ gap-filling tasks with the help of monolingual corpus data, focusing on the target items. Immediately after the intervention stage, the three groups were tested on the retention of the target collocations by two tests: active recall and passive recall. The same tests were administered to the participants three weeks later. The corpus-assisted CAT group significantly outperformed the other two groups on all the tests. These results were discussed in light of the ‘noticing’, ‘task-induced involvement load’, and ‘pushed output’ hypotheses and the influence that L1 exerts on the acquisition of L2 vocabulary. The discussion includes an evaluation of the three instructional conditions in ii relation to different determinants, dimensions and functions within the hypotheses.
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Wiström, Carl. "How well do textbooks cover collocations? An evaluation of Blueprint B 3.0." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-85595.
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Collocations receive considerable interest in the second language acquisition literature, with a growing interest in the way they are covered in English as a foreign language (EFL) textbooks. Despite this, corresponding studies in the Swedish context are sparse. The aim of this study was therefore to evaluate one of the most popular textbooks used in Swedish EFL classrooms, Blueprint B 3.0, by identifying how it covers collocations in terms of frequency and mode of presentation and how the collocational profile aligns with best practices as recommended in the existing literature. A total of 529 unique collocations were identified, of which 35 were targeted in exercises. The selection of collocations given explicit attention follows recommendations from the literature in terms of type, but not in terms of frequency, as less than half of the targeted multi-word units could not be identified as collocations with the Longman Collocations Dictionary and Thesaurus (2013) and none with the list of first 100 collocations (Nation & Shin, 2007). As for mode of presentation, the identified exercises did not follow recommendations, and by design increased the risk of learner error. I discuss a number of pedagogical implications for teachers and textbook authors and offer some suggestions for future research in this area.
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Emery, Peter G. "Body-part collocations and idioms in Arabic and English a contrastive study /." Thesis, Online version, 1988. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.277614.
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Agosta, Anna <1995>. "Mobile applications as a tool for learning English collocations: An evaluative study." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19643.
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Over the last decades several research studies in the fields of Corpus Linguistics, Psycholinguistics and Language Acquisition have provided evidence for the central role of formulaic chunks, in particular collocations, in language use.
Given the increasing popularity of mobile applications as tools for learning English, this study aims to find out whether such an important aspect as the teaching of collocations is given adequate space in the most popular EFL apps - Duolingo, Memrise and Busuu.
In particular, the present study seeks to verify whether lexis is given priority over grammar and whether collocations are directly addressed, exploiting various types of exercises and activities.
In addition, we aim to evaluate the applications’ sensitivity towards lexical chunks.
Our findings show that, overall, Duolingo, Memrise and Busuu are more concerned with the teaching of lexis than with the teaching of grammatical rules.
However, within the units on lexis, Duolingo focuses primarily on single words, whereas Memrise frequently addresses fixed and semi-fixed expressions, but not enough attention is paid to collocations. Only in Busuu are students directly exposed to collocations in a non-negligible way.
Although Memrise and Busuu show a certain degree of lexical sensitivity, we found that lexical and grammatical collocations are still not treated as Lewis (1993, 1997a, 2000) suggests.
Therefore, we conclude that collocations should play a greater role in order for mobile applications to be considered as effective tools in this respect.
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Bergström, Kerstin. "Vocabulary and Receptive Knowledge of English Collocations among Swedish Upper Secondary School Students." Thesis, Stockholm University, Department of English, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-27893.
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<p>The aim of this study is to examine the vocabulary and receptive collocation knowledge in English among Swedish upper secondary school students. The primary material consists of two vocabulary tests, one collocation test, and a background questionnaire.</p><p>The first research question concerns whether the students who receive a major part of their education in English have a higher level of vocabulary and receptive collocation knowledge in English than those who are taught primarily in Swedish. The second concerns if the students who started to learn English before the age of 7 have a higher level of vocabulary and receptive collocation knowledge in English than those who started after 7. The third concerns if the level of the students' vocabulary and receptive collocation knowledge correlates. The fourth addresses whether external inputs of English may have had an effect on the students' vocabulary and receptive collocation knowledge level.</p><p>The results indicate that reinforcement of English through an education mostly in English has rendered a higher level of vocabulary and receptive collocation knowledge in English. In addition, starting to learn English before age 7 also appeared to have had a positive effect on these levels. In addition, the results suggest that an early onset (before 7) of English compensates for lack of reinforcement of English. Conversely, reinforcement of English compensates for a late onset (after 7) of English. However, the results imply that the combination of an early onset (before 7) of English and reinforcement of English is the most efficient means to achieve a high level of vocabulary and receptive collocation knowledge.</p><p>Moreover, a clear correlation was found between vocabulary knowledge and receptive collocation knowledge, which also points to the importance of a large exposure to English.</p><p>For the high performance students, external influences such as English in primary and secondary school, and a high motivation to learn English may have contributed to a higher language confidence, and possibly a higher level of vocabulary and receptive collocation knowledge.</p><p> </p>
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Sörensen, Susanne. "Five English Verbs : A Comparison between Dictionary meanings and Meanings in Corpus collocations." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-6091.
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In Norstedts Comprehensive English-Swedish Dictionary (2000) it is said that the numbered list of senses under each headword is frequency ordered. Thus, the aim of this study is to see whether this frequency order of senses agrees with the frequencies appearing in the British National Corpus (BNC). Five English, polysemous verbs were studied. For each verb, a simple search in the corpus was carried out, displaying 50 random occurrences. Each collocate was encoded with the most compatible sense from the numbered list of senses in the dictionary. The encoded tokens were compiled and listed in frequency order. This list was compared to the dictionary's list of senses. Only two of the verbs reached agreement between the highest ranked dictionary sense and the most frequent sense in the BNC simple search. None of the verbs' dictionary orders agreed completely with the emerged frequency order of the corpus occurrences, why complementary collocational learning is advocated.
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Fujimoto, Chika. "Developmental Phases of CALL Software for Learning English Collocations: A Longitudinal Case Study." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365342.
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In the field of Second Language Acquisition (SLA), vocabulary acquisition has often been given less attention compared to instruction of grammar and development of communicative skills. Vocabulary acquisition has often been left to incidental methods such as through reading activities, with little attempt to provide instruction in how to learn vocabulary effectively. It has been argued that this is a major underlying cause of language learners’ limited ability to use of a wide range of vocabulary, leading to insufficient production of vocabulary in academic contexts, even at advanced levels of tertiary education. There is evidence in the literature suggesting that vocabulary acquisition is a key contributing factor in the improvement of language proficiency. The increasing availability of technology and the fact that technologies allow personalised self-paced learning has led many researchers to adopt, adapt and develop technologies as means of improving learners’ second language vocabulary skills. Computer-Assisted Language Learning (CALL) systems which support vocabulary development both inside and outside of the class have appeared more regularly in the literature over the past several years, varying in their design and interface ranging from reading and listening passages with various forms of annotations, flashcards, and facilitating of interactions between native and/or non-native speakers of the target language. While there has been evidence of some acquisition of vocabulary through more incidental-type activities, research has suggested that the provision of vocabulary exercises generated depending on individual learners’ behaviour in reading activities is a more efficient method regarding memory and sustainability of learners’ knowledge of vocabulary gained through computer-based activities.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Languages and Linguistics<br>Arts, Education and Law<br>Full Text
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Serrone, Gabriella. "Figement juri-linguistique : étude des collocations dans deux corpus juridiques français et italien." Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC318.
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Cette thèse se veut une étude des phénomènes collocationnels pour l'analyse du genre "décision de justice" et de la typologie textuelle "arrêt de la Cour de cassation". En adoptant la définition de collocation théorisée dans le cadre de la linguistique de corpus et de John Sinclair (1991, 2004), nous analysons les valeurs que des mots prennent dans le contexte spécifique du domaine juridique, et notamment judiciaire, et leur rôle dans le développement et la progression du genre et du texte objet de l'étude. Nous effectuons nos analyses à partir de deux corpus comparables, composés des arrêts rendus par la Cour de cassation dans deux pays ayant cette institution au sommet de leur ordre judiciaire civil et pénal : la France et l'Italie. Plus précisément, l’analyse des profils collocationnels des mots clés du domaine, en français et en italien, et la détection des phénomènes de collocation, colligation, préférence et prosodie sémantiques qui visent à identifier les étapes de construction et d'organisation textuelles. Cette analyse systématique des phénomènes collocationnels et de la progression textuelle dans les deux langues débouche sur des réflexions concernant la traduction du genre et du texte, dans le but de mettre en avant les avantages qu'une approche guidée par le corpus apporte au travail du traducteur judiciaire<br>This purpose of this thesis is to study collocational phenomena in order to analyze the genre "judgement" and the text typology " judgement of the Cour de cassation", the highest court in the judiciary of some civil law countries. By Adopting the definition of collocation theorized by corpus linguistics and John Sinclair (1991, 2004), the research determines the values words take in their specific context in the field of law, and in particular the judicial domain, and their role in the development and progression of the genre and the text object of this study. Data for the analysis were collected from two comparable corpora, made up of judgementspassed by the Cour de cassation in two countries that have this institution at the top of their civil and criminal justice system : France and Italy. In particular, the analysis of the collocation profiles of the field key words, in French and Italian, as well as the findings of the collocational phenomena, colligation, semantic preference and prosody aim at the structure and the organization phases of text. This methodical analysis of the collocational phenomena and of the textual progression inthe two languages results in some observations concerning genre and text translation, with the purpose of underlying the advantages a corpus driven approach can provide to the judicial translator work
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Fröjd, Lena. "Power in language : strategies to achieve power in language used by president George W Bush." Thesis, University West, Department of Social and Behavioural Studies, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1474.
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Alshaikhi, Adel Zain. "The Effects of Using Textual Enhancement on Processing and Learning Multiword Expressions." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7464.
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Multiword Expressions (MWEs) are crucial aspects of language use. Second language (L2) learners need to master these MWEs to be able to communicate effectively. In addition, mastering these MWEs helps L2 learners improve their cognitive processing of language input. In this study, my primary objectives were to explore the effectiveness of using Textual Enhancement (TE) to assist L2 speakers’ comprehension of MWEs, to explore whether there is a difference in comprehension between collocations and idioms, and finally, to explore how L2 speakers transact the MWEs’ meanings as presented in texts.
While several researchers have explored how input enhancement in general helps L2 learners to learn collocations and idioms for productive use (e.g., Boers et al., 2017; Pam & Karimi, 2016), my focus in this study was to understand and explain in depth how the technique of TE helps L2 learners comprehend MWEs. I included in this study two types of MWEs: collocations and idioms. I also studied the differences in the comprehension between these two types to further understand the transparency factors in the comprehension process.
I employed an explanatory sequential mixed methods design in which I used experimental quantitative methods and qualitative methods in one study. In phase one, I started with the experimental part and followed with the qualitative analysis to explain in depth the outcomes of the experimental part. In the qualitative section, I followed an explanatory descriptive case study approach to obtain a deeper understanding of how the participants transacted the meanings of the MWEs.
A total of 26 adult Arabic-speaking students in a major Southeastern university in the United States of America volunteered to take part in this study. I collected data through: (1) a reading proficiency test, and (2) a brief survey to gather background information, self-evaluation of language proficiency, and previous experiences with MWEs. In the experimental part, I presented 20 paragraphs derived from online newspaper and magazine articles. Each paragraph contained a collocation or an idiom. Following each paragraph, I presented multiple-choice questions to measure the comprehension of the MWE in the paragraph and an open-ended question for the participants to describe how they had comprehended the MWE. I divided the participants into control and experimental groups in which the MWEs were textually enhanced in the experimental group using bolding, italicization, and highlighting.
The results of the study demonstrated TE was effective in assisting the participants to comprehend idioms. In contrast, TE did not show a significant effect in leading the participants to comprehend the collocations. The qualitative data analysis showed the participants used contextual factors, guessing, constituents of the MWEs, and similarities of the MWEs with the first language (L1) as the major strategies to comprehend the MWEs meanings with different degrees between both groups.
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Bak, Monika. "Les constructions verbe causatif + nom d’émotion : aspects linguistiques et pistes didactiques." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL019/document.
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Cette thèse propose une étude des constructions Verbe causatif + Nom d’émotion (susciter l’étonnement, déclencher l’enthousiasme, attiser la jalousie) selon la méthodologie établie dans le cadre du projet ANR-DFG Emolex (www.emolex.eu). Ce travail relie de façon étroite les descriptions linguistiques, sur le plan syntaxique et sémantique, de ces constructions et leurs applications en didactique du français langue étrangère (FLE). L’étude poursuit un triple objectif : 1) la sélection des collocations les plus "représentatives" dans le corpus selon le degré d’attirance de leurs éléments constitutifs, établi à l’aide de méthodes lexico-statistiques; 2) l’analyse de leurs propriétés sur le plan syntaxique et sémantiques ; 3) l’application didactique des résultats de l’analyse linguistique dans l'enseignement de ces collocations en FLE, notamment par la confection des cartes mentales. Ces dernières ouvrent des pistes innovantes pour l'enseignement/apprentissage de ces structures linguistiques auprès d’étudiants non-natifs du français (Cavalla et al. 2015)<br>This thesis proposes a study the linguistic relationships between nominal predicates and causative verbs the names of emotions and causative verbs according to the methodology established in the ANR-DFG Emolex project (www.emolex.eu). This work lies in linking linguistic descriptions of collocations V + N in the cause and didactic transposition of these constructions from the observation of the corpus, which is still little discussed in the didactic of French as a Foreign Language (FLE). We aim to meet three main objectives: 1) to identify the most "representatives" collocations in the corpus according to degree of attraction of their components, based on lexical and statistical methods ; 2) the identification of syntactic-semantic relations between their components; 3) didactic application of the results of linguistic research in a didactic perspective of FLE in particular by making mind maps. Mind maps provide innovative ways for teaching/ learning these language elements to non-native Francophone students (Cavalla et al. 2015)
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Caldas, Ariane Donizete Delgado Ribeiro [UNESP]. "A identificação de colocações especializadas extraídas do Corpus CSI e do Corpus Comparável Criminal para a elaboração de atividades didáticas." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151697.
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Previous issue date: 2017-09-01<br>A presente pesquisa está vinculada ao Grupo de Pesquisa “Pedagogia do Léxico, da Tradução e Linguística de Corpus”, cadastrado no Diretório de Grupos de Pesquisa do CNPq, bem como faz parte do projeto guarda-chuva “A compilação de materiais didáticos e glossários especializados baseados em corpora e sua contribuição para uma Pedagogia do Léxico e da Tradução”, desenvolvido na UNESP. Tem como objetivo extrair e analisar, do ponto de vista sintático-morfológico e léxico-semântico, as colocações da área de investigação criminal presentes no corpus constituído pelas legendas da série de TV norte-americana CSI – Crime Scene Investigation e por um corpus comparável compilado com o auxílio da ferramenta Boot Cat Front End, versão 0,71 (ZANCHETTA; BARONI; BERNARDINI, 2013), o qual recebeu a denominação de Corpus Comparável Criminal. Como resultado prático desta pesquisa, as colocações especializadas levantadas e analisadas foram utilizadas para a elaboração das atividades que compõem o Online English Collocations Workbook (ORENHA-OTTAIANO, 2015), na categoria Investigation. Para isso, este trabalho fundamenta-se no arcabouço teórico-metodológico da Linguística de Corpus (BIBER, 1998; MEYER, 2004; MCENERY; HARDIE, 2012; TOGNINI-BONELLI, 2001), para proceder à compilação, extração e análise dos corpora de estudo, além de contar com os construtos da Fraseologia, de forma mais específica, aqueles que dizem respeito às colocações e às colocações especializadas (BEVILACQUA, 1998, 2005; L’HOMME; BERTRAND, 2000; ORENHA-OTTAIANO, 2004, 2009, 2012; SINCLAIR, 2001; TAGNIN, 2013), permitindo-nos, assim, analisar as colocações especializadas extraídas de ambos os corpora. Para a elaboração das atividades que são propostas como resultado final, contamos com o apoio teórico da Abordagem Lexical, proposta por Lewis (1993, 2000) e a proposta de Orenha-Ottaiano (2015), concernente à compilação de materiais didáticos para o ensino de colocações. No que diz respeito à metodologia, a pesquisa conta com dois corpora, o Corpus CSI e com o Corpus Comparável Criminal, compilado a fim de ser uma fonte de comprovação da utilização e da frequência de coocorrência das colocações especializadas encontradas no Corpus CSI fora do ambiente da série. Além disso, contamos com o emulador de concordanciador WebCorp como mais uma fonte de verificação da frequência de coocorrência das colocações especializadas levantadas. A partir desta pesquisa, foi possível a identificação e extração de 148 colocações especializadas a partir do nódulo evidence no Corpus CSI e 167 colocações deste mesmo no nódulo no Corpus Comparável Criminal, sendo que 90 destas colocações foram selecionadas para compor as atividades do Online English Collocations Workbook. Espera-se que estas atividades possam contribuir para o aprimoramento do conhecimento lexical de alunos de inglês como língua estrangeira, bem como de alunos do curso de Tradução, evidenciando, assim, a formação, o uso e a compreensão das colocações especializadas na área enfocada nesta pesquisa. Espera-se, ainda, que esta investigação possa vir a ressaltar a importância da Linguística de Corpus para o estudo da Fraseologia e a importância de ambas as áreas para o desenvolvimento de estudos e elaboração de materiais didáticos na área da Pedagogia do Léxico Baseada em Corpus.<br>The present research is linked to the Research Group Corpus-based Lexicon and Translation Pedagogy, registered in the Directory of Research Groups of CNPq, as well as it is part of the umbrella project "The compilation of didactic materials and specialized glossaries based on corpora and its contribution to a Teaching of the Lexicon and of Translation ", developed in UNESP. It aims to extract and analyze, from the syntactic-morphological and lexical-semantic point of view, the specialized collocations present in a corpus constituted by the subtitles of North American TV series CSI – Crime Scene Investigation and by a comparable corpus compiled with the aid of the Boot Cat Front End tool, version 0.71 (ZANCHETTA; BARONI; BERNARDINI, 2013), which received the name of Criminal Comparable Corpus. As a practical result of this research, the specialized collocations extracted and analyzed were used to elaborate the activities that integrate the Online English Collocations Workbook (ORENHA-OTTAIANO, 2015), in the Investigation category. To do this, this work is based on the theoretical-methodological framework of Corpus Linguistics (BIBER, 1998; MEYER, 2004; MCENERY; HARDIE, 2012; TOGNINI-BONELLI, 2001) to compile, extract and analyze the study corpora, besides counting with the constructs of Phraseology, more specifically, those related to collocations and specialized collocations (BEVILACQUA, 1998, 2005; L’HOMME; BERTRAND, 2000; ORENHA-OTTAIANO, 2004, 2009, 2012; SINCLAIR, 2001; TAGNIN, 2013), thus allowing us to proceed with the analysis of specialized collocations extracted from both corpora. In order to elaborate the activities that are proposed as final results, we count on the theoretical support of the Lexical Approach proposed by Lewis (1993, 2000) and on Orenha-Ottaiano (2015) proposal concerning the compilation of didactic materials for the teaching of collocations. Regarding the methodology, the research has two corpora, the CSI Corpus and the Criminal Comparable Corpus, compiled in order to be a source of proof of the use and frequency of co-occurrence of specialized collocations found in CSI Corpus outside the series environment. In addition, we have the WebCorp concordance emulator as another source of verification of the frequency of co-occurrence of the specialized collocations raised. From this research it was possible to identify and extract 148 specialized collocations from the evidence node in the CSI Corpus and 167 collocations of this same node in the Criminal Comparable Corpus, and 90 of these collocations were selected to compose the activities of Online English Collocations Workbook. We hope that these activities may contribute to the improvement of the lexical knowledge of students of English as a foreign language, as well as students of the Translation course, thus evidencing the training, use and understanding of specialized collocations in the area focused in this research. It’s hoped that this research may highlight the importance of Corpus Linguistics for the study of Phraseology and the importance of both areas for the development of studies and elaboration of didactic materials in the area of Corpus-Based Lexicon Pedagogy.
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Ciossek, Catharina Victoria. "Model of a specialized bidirectional dictionary for German and Portuguese." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/7396.
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Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Terminologia e Gestão da Informação de Especialidade<br>The scope of this thesis is the process of establishing a specialized, bilingual, bidirectional dictionary of the medical area of dermatology that could facilitate the work of dermatologists, professionals of the area of dermatology and also researchers and translators that are working with the specialized language of dermatology. It will be stated how a practical dictionary should look like as well as the criteria that are important for the establishment of such a dictionary.
Furthermore will be given an overview of the potential problems in relation of the dictionary´s establishment; moreover the description of the processing of data to come upon the technical terms that will be represented in the dictionary will be presented. Concluding a scheme for a specialized, bilingual dictionary of the medical area of dermatology in the German and Portuguese language was presented that not only provides information on grammar and syntax. First of all I would like to thank the love of my life for believing in me, for always supporting and loving me (…) Further my special thanks go to my family that I always have near me even if we are geographical separated. I would also like to thank my friends, especially my non-bff Sarah and Rolf, who always have a sympathetic ear for me.
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Pokorná, Taťána. "Acquiring the English Collocations with some Element of Unpredictability : by means of chunking, comparing, guessing." Thesis, Kristianstad University College, Department of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5007.
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Dubreil, Estelle. "La dimension argumentative des collocations textuelles en corpus électronique spécialisé au domaine du TAL (N)." Phd thesis, Université de Nantes, 2006. http://tel.archives-ouvertes.fr/tel-00486063.
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Traditionnellement, l'association lexicale préexistant au phénomène collocationnel est qualifiée d'arbitraire. Or en soumettant les collocations textuelles – CT – à l'analyse sémantico-discursive des possibles argumentatifs – PA –, modèle de description de la signification lexicale, non seulement cette association s'avère bien souvent argumentativement motivée, mais parfois prédictible. Aussi, nous postulons qu'une CT correspond potentiellement soit à une collocation argumentative, soit à une relation argumentative, soit enfin à une collocation arbitraire. Cette triple hypothèse a été testée sur le corpus électronique spécialisé TAL(N), grâce à une méthodologie pluridisciplinaire adaptée au caractère électronique des données (outils logiciels et Internet). Les résultats obtenus valident notre hypothèse par la présence équilibrée de collocations argumentatives et de relations argumentatives, comparée aux collocations arbitraires. Ces résultats nous confortent dans l'idée de reconsidérer le caractère arbitraire du principe d'association collocationnelle et nous permet d'en proposer une description en termes de blocs d'argumentations externes.
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Willstedt, Alexander. "Absolutely amplified : A corpus study of amplifiers, their usage and collocations in two different corpora." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45539.
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The purpose of this study is to investigate the usage and frequencies of amplifiers in the English language and whether there are differences in usage, collocations and in gender. The material used is the Swedish-English Corpus (SWENC), a collection of Swedish native speaking journalists writing in English, and the Corpus of American Soaps (SOAP), a collection of American soap opera scripts. The size of the two corpora is quite different and therefore the number of tokens varies largely, but by using normalization, the frequencies have been compared. The results show differences in frequency and collocations between the different corpora and the conclusion drawn from this study is that there in fact are some amplifier differences when it comes to gender and collocations. KEYWORDS: adverbs, amplifiers, collocations, corpus-studies, gendered language, linguistics, normalization
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Grue, Dustin Elias. "Same tune, different songs : banality, critical inventions, and collocations in Lord of the Flies criticisms." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39939.
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What place does formulaic language have in literary criticism? On the one hand, as Douglas Biber (2006) suggests, repeating word combinations “are important for the production and comprehension of texts in the university” (p. 135). But on the other hand the repetition of stock or conventional phrases opens up academic writing to the charge of repetition, an act proscribed as ‘banal.’ So formulaic language is both good and bad: necessary but also necessary to avoid. And the study of literature might be especially subject to such folly, since the very epistemology of criticism is repetition – critics’ reproductions (through quotation) of an author’s writing, critics’ echoes of one another, secondary texts, etc. By necessity, a chorus of voices critiquing the same texts motivates the creation of conventional language – but what is this necessity? When is it generative, and when is it banal?
Under the theoretical guidance of Relevance Theory, and using methods from corpus linguistics and the Digital Humanities, this work investigates formulaic language in a corpus comprised of literary criticism. Such criticism is 46 works on William Golding’s (1954) novel, Lord of the Flies. I also sketch the history of the theoretical concept of ‘collocation’—generally, the tendency for words to cluster around other words—and argue against the model of collocation that favours semantic conventionalization, where collocations are, essentially, coded with meaning. A main finding of this work is that collocations are often attributed to other speakers—real or fictional—and therefore their meaning is more pragmatically oriented than semantically conditioned.
Data analysis is performed through automated rendering of the corpus using custom scripts, and qualitative analysis – of both the output of such rendering, and distanced reading of the corpus. The centerpiece tool of this work is a text-tool I developed that produces a visualization of terms’ collocates. This visualization is based on Howard White’s (2007a, 2007b) work in bibliometrics, and graphs collocations on two axes corresponding to the central tenets of Relevance Theory. Other quantitative methods of investigation describe the discovery of a term saliency metric (Chapter 2) and extended distributions of terms around other terms (Chapter 4).
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Kurosaki, Shino. "An analysis of the knowledge and use of English collocations by French and Japanese learners." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/d65f4c4b-8bac-d738-3735-83b5e5e031a7/8/.
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While it has been recognized that the use of collocations is significant for L2 learners, much research has not been carried out on the knowledge and use of learner's collocations. The present study investigated differences on the knowledge and use of collocations between French and Japanese learners with regard to: 1) L1 influence; and 2) combinability and transparency influence. The test materials included four categories of the lexical collocations: 1) verb + noun; 2) delexicalised verb + noun; 3) adjective + noun; and 4) adverb + adjective. The two types of tasks, Multiple Choice Question Tasks and Translation Tasks, are performed, and the learner corpora are also investigated in order to examine whether the learners from different L1 backgrounds demonstrate different results. Since both French and English belong to IndoEuropean background languages, they share a number of cognate words. Thus, originally it was expected that L1 influence of the French learners would be higher in all of the four lexical collocations than that of Japanese learners, who have non-IndoEuropean backgrounds. Though L1 influence by both French and Japanese learners was demonstrated, the Japanese learners showed a greater L1 influence in the [adjective + noun] category than the French learners. The investigation also found that L1 influence does not necessarily result in accuracy of the collocations. With regard to the combinability and transparency influence, the results of the two types of tasks followed the previous remark made by Kellerman (1978) who argues that L2 learners are unable to transfer words with figurative meaning. However, some contrasted results were also identified in learner corpus investigation. Thus the combinability and transparency influence were not necessarily identified. The results of the present study have a potential to improve teaching/learning of collocations through recognizing the learners' tendencies of learning collocations.
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Dechamps, Christina Philomène Léa Marie-José. "Les collocations de la langue juridique française: problemátiques de l'enseignement/apprentissage à des apprenants lusophones." Doctoral thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/10374.
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Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Linguística – Lexicologia/Lexicografia/Terminologia<br>Esta tese de doutoramento tem por objeto as colocações da língua jurídica francesa e o seu ensino/aprendizagem a alunos alófonos, nomeadamente em suporte numérico.
Efetuamos uma reflexão crítica sobre os conceitos de colocação, língua de especialidade e língua jurídica (parte I).
Apresentamos o corpus textual comparável bilingue (francês/português) que nós constituímos, assim como as metodologias de extração e os critérios de seleção que possibilitaram um levantamento fiável das colocações desta língua de especialidade (parte II).
Posteriormente, comentamos alguns princípios e reflexões de ordem pedagógica e didáctica em torno do ensino/aprendizagem da língua de especialidade e das colocações terminológicas, designadamente com a ajuda de recursos e aplicações digitais (parte III).
Após a análise da colocação jurídica em francês, em contraste com o português, a partir da observação do corpus textual já mencionado, descrevemos o produto numérico que tem por objetivo incrementar, através de exercícios e outras atividades, uma melhor aquisição das colocações que levantámos e selecionámos no referido corpus (parte IV).
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Kosolritthichai, Wiroj. "Elaboration d'un outil pédagogique informatisé intégrant les collocations pour un public de Français Langue Etrangère." Grenoble 3, 2007. http://www.theses.fr/2007GRE39061.
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Ce travail de recherche a pour objectif de concevoir et de réaliser un outil pédagogique intégrant les collocations pour un public de français langue étrangère. L'outil pédagogique, considéré comme un dictionnaire des collocations à finalité didactique, offre une grande variété d'informations collocationnelles sur les unités lexicales de la langue française. La présentation des collocations se fonde sur l'approche sémasiologique. Ces collocations, extraites à partir de textes destinés aux enfants, sont accompagnées non seulement de leur définition mais aussi d'exemples d’emploi. Ces définitions sont élaborées par le biais de la notion d'actant proposée par L. Tesnière. Les exemples, tirés du corpus, illustrent l'usage des collocations dans les discours oraux et écrits. Cet outil pédagogique est accompagné non seulement d'un cahier d'exercice mais aussi d'un guide pédagogique. D'après nos enquêtes sur le terrain, l'outil mis au point dispose d'une réelle efficacité sur les plans du décodage et de l'encodage des collocations.
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Lu, Feng-Chin. "The Influence of First Language on Taiwanese University Learners' Use of Written Academic Collocations in English." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520646.
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Åhman, Billing Tina. "The Female Protagonists in Thackeray’s Vanity Fair : A Corpus Linguistic Study of Keywords, Collocations, and Characterisation." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24363.
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This essay uses corpus linguistic methods to study aspects of the novel Vanity Fair by W M Thackeray. The aim is to study the way Thackeray chose to describe his two female protagonists, Rebecca Sharp and Amelia Sedley. This is accomplished by a closer study of keywords in Vanity Fair, created by using a reference corpus consisting of thirteen novels by Victorian authors. These keywords are used to define semantic fields related to the novel. Keywords from the semantic field closest to the protagonists are studied in context. In addition, adjectives that collocate with the names of the protagonists are analyzed to compare the characterization of each woman. The study indicates that Thackeray has used fewer adjectives to describe Amelia than Rebecca, but that he has used these more frequently, which may cause readers to form a stronger mental picture of Amelia’s character sooner than they do for Rebecca’s.
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Müller, Thomas [Verfasser]. "Aware of Collocations : Ein Unterrichtskonzept zum Erwerb von Kollokationskompetenz für fortgeschrittene Lerner des Englischen / Thomas Müller." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042409668/34.
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Díaz, Rodríguez Cristian G. "Etude contrastive français-espagnol des unités phraséologiques contenant une lexie chromatique." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC005.
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D’un point de vue phraséologique, les couleurs constituent un des domaines source les plus enclins à l’exercice réinterprétatif. Les chromatismes qui en résultent sont chargés d’une grande force évocatrice, car, outre leur éventuelle motivation chromatique, ils véhiculent, à des degrés différents, les conventions culturelles et idiosyncrasiques de la communauté langagière qui les a créés. En effet, les chromatismes sont à la fois le reflet d’une perception ontologique universelle et le résultat d’une conventionnalisation ethnolinguistique propre à chaque langue. À travers de cette étude contrastive entre le français et l’espagnol des unités phraséologiques, lato sensu, contenant une lexie chromatique, nous mettons en relief les convergences et divergences entre les chromatismes créés par deux communautés langagières très proches<br>From a phraseological perspective, colours are one of the most source fields most likely to be reinterpreted. The chromatic phraseological units obtained from this process contain an important evocative force. Besides their potential chromatic motivation, they convey, to different degrees, the cultural and idiosyncratic conventions established by the speech community that created them. In fact, chromatisms are at the same time the reflection of a universal ontological perception and the result of an ethnolinguistic conventionalisation inherent to each language. Through this contrastive study between French and Spanish phraseological units, which contain a chromatic word, we highlight the convergences and divergences between the chromatisms created by those close speech communities