Collocational Use: A Contrastive Analysis of Strategies Used by Iranian EFL Learners

Davoudi, Mohammad; Behshad, Azam

doi:10.17507/tpls.0512.29

Cited by 1 publication

(3 citation statements)

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“…Other researchers agree that when looking at L1-L2 investigations, learning congruent collocations is easier and quicker than learning non-congruent (Bahns, 1993;Gyllstad & Wolter, 2016;Nesselhauf, 2005;Wolter & Gyllstad, 2011Yamashita & Jiang, 2010) and learners make more errors with incongruent collocations (Davoudi & Behshad, 2015;Yamashita & Jiang, 2010).…”

Section: Resultsmentioning

confidence: 99%

“…In a similar vein, Davoudi and Behshad (2015) found that a lack of collocational knowledge was the reason for 75% of errors in essay writing by Iranian learners majoring in English language and English translation. The results of their study indicated that errors were rooted in L1 transfer (47.4%) and the use of synonyms (35.1%).…”

Section: The Effect Of Congruency On Learning Mwusmentioning

confidence: 85%

“…Among these findings, several studies indicate that L2 learners make errors due to L1 influence (e.g., Bahns & Eldaw, 1993;Bahns, 1993;Davoudi & Behshad, 2015;Fan, 2009;Gyllstad, 2005;Martelli, 2006;Nakata, 2006;Phoocharoensil, 2011;Rogers & Florescu, 2016;Sen Bartan, 2019). More specifically, Nakata (2006, p.156) gives a few examples, such as how the terms 連絡をとる [renraku wo toru] and 犠牲を払う [gisei wo harau] can be mistakenly directly translated into English as take contact and pay sacrifice, respectively, while the correct English expressions are make contact and make a sacrifice.…”

Section: The Effect Of Congruency On Learning Mwusmentioning

confidence: 99%

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L1-L2 congruency as a criterion to identify collocations based on contrastive analysis

Barghamadi,

Rogers,

Arciuli

et al. 2024

AJAL

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In lexicon studies, L1-L2 congruency refers to the similarity in form and meaning of the way a word or phrase is said between two languages. If there is low L1-L2 congruency, the learning burden of a word or phrase can be higher. For example, an unacceptable structure could be produced when L2 (second language) learners directly use translation strategy to formulate English multiword units (MWUs). Thus, it would be ideal if such language items were identified and teachers brought students’ attention to them. This current study will use L1-L2 congruency as a criterion to identify English MWUs with low congruency with their Persian equivalents to create a resource for Persian-speaking English learners. A L1-L2 contrastive analysis was conducted on Rogers’ (2017) list of approximately 11,000 high-frequency MWUs. This list was translated, and the items were given ratings regarding their congruency in Persian. The results revealed that more than 60 per cent of the items examined were incongruent with their translations, demonstrating that L1-L2 congruency is a significant factor in selecting MWUs for Persian-speaking English learners. Thus, this study indicates that to avoid errors in MWU production, focusing on incongruent items may be beneficial for such learners.

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