Collocation Use in EFL Learners’ Writing Across Multiple Language Proficiencies: A Corpus-Driven Study

Du, Xiangtao; Afzaal, Muhammad; Fadda, Hind Al

doi:10.3389/fpsyg.2022.752134

Cited by 14 publications

(15 citation statements)

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“…According to this approach, learning collocations, prefabricated chunks as well as fixed and semifixed expressions came to the forefront as a means of achieving nearnative fluency and communicative competence (Lewis, 2008;El-Dakhs, 2105a). This trend was confirmed by the findings of several studies such as the study of Du, Afzaal & Al Fadda (2022) where it was found that ISSN 1110-2721 further evidence proving that applying the Lexical Approach activities led to fostering vocabulary learning among Egyptian preparatory stage students. In addition, Rahimi's & Momeni's study (2012) highlighted the positive impact of collocation acquisition through concordancers and corpora activities on EFL Iranian pre-university learners' linguistic proficiency level.…”

Section: Introductionsupporting

confidence: 59%

Effectiveness of a Proposed Program Based on the Lexical Approach in Fostering EFL Faculty of Management Sciences Students’ Business Collocational Knowledge and Competence

A.¹

2022

CDELT Occasional Papers in the Development of English Education

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The aim of the current study was to develop first year EFL Faculty of Management Sciences students' business collocational knowledge and competence through a proposed program based on the Lexical Approach. It focused on developing the experimental group students' receptive and productive knowledge of 'verb + noun', 'noun + noun' and 'adjective+ noun' business collocations. Furthermore, the study program aimed to promote the experimental group students' ability to use these collocations in business writing to foster their collocational competence. The study followed the quasi-experimental pretest-posttest control group/ experimental group design where two intact groups were randomly assigned to the control and experimental groups. While the control group students received regular instruction, the experimental group was taught by the researcher throughout the fall semester of the academic year 2020-2021 according to the proposed program. The study tools included a pre-/post-collocational knowledge test and a pre-/post-collocational competence business writing test. Results indicated that the experimental group students outperformed the control group students on the collocational knowledge and competence post-tests. Also, there were statistically significant differences between the experimental group students' pre-tests and post-tests scores in favour of the post-tests scores. Therefore, it was concluded that the proposed program was effective in developing the experimental group students' lexical business collocational knowledge and competence.

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Section: Introductionsupporting

confidence: 59%

Effectiveness of a Proposed Program Based on the Lexical Approach in Fostering EFL Faculty of Management Sciences Students’ Business Collocational Knowledge and Competence

A.¹

2022

CDELT Occasional Papers in the Development of English Education

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“…When learners engage in language activities in a second language (L2), grammatical knowledge and vocabulary knowledge play an essential role ( Bernhardt, 2005 ; Jeon and Yamashita, 2014 ). Collocation is one of the key points in assessing learners’ vocabulary proficiency (e.g., Pawley and Syder, 1983 ; Nation, 2013 ; Koizumi and In’nami, 2020 ; Du et al, 2022 ). However, it has been noted that mastering collocations is challenging, even for advanced foreign language learners ( Laufer and Waldman, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

The lexical processing of Japanese collocations by Chinese Japanese-as-a-Foreign-Language learners: An experimental study by manipulating the presentation modality, semantic transparency, and translational congruency

2023

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IntroductionResearch on collocations has become an essential issue in L2 acquisition and cognitive psychology. Previous studies have mainly focused on phonographic languages such as English, Swedish, and German, and primarily discussed the effect of semantic transparency and translational congruency. However, these studies have lacked (1) an analysis of the interactions between presentation modalities (visual vs. auditory) and the semantic transparency and translational congruency, and (2) a discussion of an ideographic language, such as Chinese and Japanese.MethodsWe conducted an experiment with 36 Chinese Japanese-as-a-Foreign-Language learners to examine the processing of Japanese collocations. In the experiment, we manipulated the presentation modality, semantic transparency, and translational congruency during a lexical judgment task.ResultsData analysis using linear mixed-effects models revealed the following. (1) In both conditions of semantic transparency and translational congruency, the auditory presentation was associated with longer reaction times than the visual presentation. (2) In the visual presentation condition, neither semantic transparency nor translational congruency showed significant effects. (3) In the auditory presentation condition, the reaction time for collocations with high semantic transparency tended to be longer than that for collocations with medium semantic transparency and significantly longer than that for collocations with low semantic transparency. The reaction time for collocations with congruent translation was longer than that for collocations with incongruent translation.DiscussionThese results support the dual-route model of Japanese collocational processing by Chinese Japanese-as-a-Foreign-Language learners. Our findings suggest that whether the analytic or holistic processing dominates is closely related to the learners’ knowledge of Chinese and Japanese Kanji words and strongly influenced by the presentation modality, semantic transparency, and translational congruency.

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“…The affiliation between corpus linguistics and discourse studies has strengthened since the emergence of automatic language processing within the last century, and the bond between these fields continues to grow as more published research advocates such an affiliation ( Liu and Afzaal, 2021 ; Afzaal et al, 2022 ; Du et al, 2022 ). Indeed, the utilization of corpus tools along with other linguistic frameworks for discourse studies has helped overcome certain subjectivity issues that are often brought up when only alternative approaches, such as content analysis, are implemented ( Baker and Levon, 2015 ).…”

Section: Methodsmentioning

confidence: 99%

Mourning the lost: A social actor analysis of gender representation in the @FacesofCovid’s tweets

Almaghlouth

2022

Front. Psychol.

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When COVID-19 swept the world at the end of 2019, it changed life as we knew it. With about 600 million positive cases (both recovered and active) and approximately 6.5 million deaths due to the disease, people worldwide have been affected physically, psychologically, economically, and socially by the pandemic. Amid such difficult times, @FacesofCovid—a Twitter account with more than 150,000 followers—was launched in March 2020 with the mission of honoring the lives of those lost to COVID-19 instead of presenting them as mere statistics. The account is a demonstrative example of the mourning genre as primarily exhibited through concise tweets grieving the deceased. As such, it offers a novel case of a public online mourning platform through microblogging, an understudied research area that merits further examination. A self-built corpus of 280,536 words was built from more than 7,000 tweets on the public account. The analysis presented in this paper focused on how people are constructed in the language of their loved ones as they are mourned through these tweets. Drawing on insight from van Leeuwen’s social actor representation and corpus linguistics, the analysis was conducted using the #LancsBox corpus processing software package. The findings indicated that gender asymmetry persists within this corpus. Therefore, this paper adds to the rich body of literature documenting gender imbalance across different genres and domains. Men are far more present than women and are constructed through functionalization for the most part, whereas women are less functionalized and represented primarily through relational identification. In light of this, it is argued that while sometimes, gender asymmetry can intentionally be ideologically loaded and may serve hidden agendas, at other times, it may inherently and subconsciously be passed on through spontaneous language use.

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Collocation Use in EFL Learners’ Writing Across Multiple Language Proficiencies: A Corpus-Driven Study

Cited by 14 publications

References 49 publications

Effectiveness of a Proposed Program Based on the Lexical Approach in Fostering EFL Faculty of Management Sciences Students’ Business Collocational Knowledge and Competence

Effectiveness of a Proposed Program Based on the Lexical Approach in Fostering EFL Faculty of Management Sciences Students’ Business Collocational Knowledge and Competence

The lexical processing of Japanese collocations by Chinese Japanese-as-a-Foreign-Language learners: An experimental study by manipulating the presentation modality, semantic transparency, and translational congruency

Mourning the lost: A social actor analysis of gender representation in the @FacesofCovid’s tweets

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