A Corpus-based Collocational Analysis of Noun Premodification Types in Academic Writing

Ang, Leng Hong; Tan, Kim Hua; He, Mengyu

doi:10.17576/3l-2017-2301-09

Cited by 11 publications

(6 citation statements)

References 22 publications

(18 reference statements)

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“…Semantic preference refers to the restriction of the co-occurrences of lexical items to those sharing a semantic feature (Sinclair, 2004). It is common for words to be limited to identifiable semantic fields (Cheng, 2012;Ang et al 2017). In other words, semantic preference can be determined by the semantic relations between words and their collocates.…”

Section: Common Collocational Patterns Verb Collocatesmentioning

confidence: 99%

A Genre and Collocational Analysis of Consequence, Result, and Outcome

Phoocharoensil

2020

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This corpus-based study examines genres and collocation patterns in which the three synonyms 'consequence', 'result', and 'outcome' usually occur. The data on which the study is based is derived from the Corpus of Contemporary American English (COCA). Of all the eight genres currently available in COCA, the three synonyms appear with the highest frequency in academic texts, whereas frequencies are lowest in informal genres, i.e. TV and movie subtitles and fiction. Of pedagogical concern is the fact that the common verb and adjective collocates repeatedly co-occur with the synonymous nouns. Determined by the COCA frequency and the MI value (≥ 3), 'consequence' is often used with verbs and adjectives conveying negative senses, and the typical collocates of 'result' has a clear association with research-oriented contexts. The collocates of 'outcome' have the broadest variety of semantic properties but are not directly related to any specific contexts. It is highly recommended that EFL teachers apply this genre and collocational information to synonym development lessons.

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Section: Common Collocational Patterns Verb Collocatesmentioning

confidence: 99%

A Genre and Collocational Analysis of Consequence, Result, and Outcome

Phoocharoensil

2020

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“…Corpus-based teaching also plays a positive role in improving the writing fluency and quality of ESL learners apart from providing them with a rich learning experience. Specifically, in contrast to traditional teaching, corpora help ESL learners in understanding the lexical and grammatical continuum of learning, including collocations and idioms for both receptive and productive communication means (Ang, Tan & Mengyu, 2017). This approach is also applicable to cases where learners carry out extensive reading, writing or translation tasks and in usual problem areas where typical transmissionbased teaching is not as helpful.…”

Section: Discussionmentioning

confidence: 99%

Collocational Competence as a measure of ESL / EFL Competency: A Scoping Review

Tan

Azmi

2021

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The purpose of this review is to identify the appropriate strategies or methodologies that can help address those problems related to collocational competence amongst English as a Second Language (ESL) and English as a Foreign Language (EFL) learners. The topic of collocational competence needs to be explored given that having collocational competence would advantage language learners to attain second or foreign language fluency. Collocational competence is in fact a reliable indicator of high language proficiency level. Numerous studies that explored collocational competence found that most learners are still facing difficulties in mastering different types of collocations. This problem seems unending despite major advancements in teaching technologies. Therefore, new and exciting ways of learning and teaching collocations that cater to students' individual needs and that are useful for teachers should be devised. A scoping review protocol was established for this study. A total of 21 articles from 2010 to 2020 were qualitatively synthesised. Of the 21, nine articles on corpus-based methodology, eight articles on traditional methods of teaching collocations and three articles discussing other relevant learning and teaching strategies that focus on solving the problem of lack of collocational competence were isolated and analysed. The findings suggested that implementing an indirect corpus approach in language classrooms may be the most suitable and practical approach that can cater to almost all levels of proficiency whilst consuming a limited amount of resources. The use of corpora in language classrooms is beneficial as it also offers reliable references for learners to explore and for teachers to adopt and teach.

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“…Some linguistic features that can be examined are recurring verbs or content words in the texts. A comparison of these verbs or or content words in the form of noun premodification types (Ang, Tan & He, 2017) in a content-parallel corpora of real and fake news is another possibility.…”

Section: Methodsmentioning

confidence: 99%

Covid-19 Insights and Linguistic Methods

Tan

Woods

Azman

et al. 2020

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The emergence of COVID-19 affects the world population in many ways, resulting in its own specialised discourse. In addition to providing a source of data for analysis, this discourse has also led to a rethinking of multifarious research methods. This section presents a series of articles by scholars from different parts of the world with macro-and micro-linguistic perspectives, ranging from corpus-based analysis to content analysis studies. At the macro level, these scholars explored ways through which government bodies communicate with the public. Official announcements, parliamentary proceedings and COVID-19-related corpora are examined and a comparative textual analysis between the Malaysian and British governments is provided. At the micro level, the scholars analysed selected corpora with lexical, semantic, and discourse foci and personal posts of short narratives and photos to encapsulate meanings from human life and experience. The main takeaway from these studies is the application of a wide range of methods for different focus and perspectives that may be customised to the researcher's unique context.

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A Corpus-based Collocational Analysis of Noun Premodification Types in Academic Writing

Abstract: This study employs a corpus-based method in analysing the noun and noun premodification in journal articles

Cited by 11 publications

References 22 publications

A Genre and Collocational Analysis of Consequence, Result, and Outcome

A Genre and Collocational Analysis of Consequence, Result, and Outcome

Collocational Competence as a measure of ESL / EFL Competency: A Scoping Review

Covid-19 Insights and Linguistic Methods

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