Towards Improved Assessment of L2 Collocation Knowledge

Lee, Senyung; Shin, Sun‐Young

doi:10.1080/15434303.2021.1908295

Cited by 10 publications

(8 citation statements)

References 44 publications

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“…First grammatical configuration (MN vs. VN) was significant. While Lee and Shin (2021) and Nguyen and Webb (2017) did not find any effect of grammatical configuration on collocation accuracy, our study established an effect on collocation strength. Significantly lower MI scores were observed for VN combinations compared with MN combinations.…”

Section: Discussioncontrasting

confidence: 73%

“…Most of the research on the effect of configuration on L2 collocation knowledge has focussed on lexical collocations, but the evidence in this regard is still limited. For example, Lee and Shin (2021) found no significant effect of collocation type (i.e., verb-noun, adjective-noun, adverb-adjective, and adverb-verb) on the learners’ scores in a sentence writing task and a gap-fill task when collocation frequency was held constant. Similarly, Nguyen and Webb (2017) found no effect of grammatical configuration (verb-noun vs. adjective-noun) on receptive knowledge of collocations.…”

Section: Introductionmentioning

confidence: 99%

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Second language productive knowledge of collocations: Does knowledge of individual words matter?

Sonbul

El‐Dakhs²,

Masrai³

2022

Stud Second Lang Acquis

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Recent studies suggest that developing L2 receptive knowledge of single words is associated with increased receptive knowledge of collocations. However, no study to date has directly examined the interrelationship between productive word knowledge and productive collocation knowledge. To address this gap, the present study administered a controlled productive word test and a controlled productive collocation test to 27 native English speakers and 55 nonnative speakers (L1-Arabic). The tests assessed word and collocation knowledge of the most frequent 3,000 lemmas in English (1K, 2K, and 3K frequency bands). The test scores were analyzed using three mixed-effects models for the following outcome variables: collocation appropriacy, collocation frequency, and collocation strength. Results revealed productive word knowledge as a significant predictor of productive collocation knowledge, though with a small effect. This association was omnipresent regardless of frequency band. We discuss implications of these findings for L2 learning and teaching.

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Section: Discussioncontrasting

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Second language productive knowledge of collocations: Does knowledge of individual words matter?

Sonbul

El‐Dakhs²,

Masrai³

2022

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…Taking a statistical perspective of collocation, some have utilized the frequency-based approach, which is frequently adopted in computational linguistics ( Gyllstad, 2007 ; Nguyen and Webb, 2016 ; Liu and Afzaal, 2020 , 2021 ). Studies of such kind are highly quantitative ( Lee and Shin, 2021 ) and based on the notion that collocation pertains to the “probability of occurrence of their constituent words” ( Henriksen, 2013 , p. 31). In contrast to the frequency-based approach, some have adopted the phraseological approach and define collocation by delimiting it from other significant types of combinations, namely, free combinations and idioms, in terms of their degree of transparency and commutability ( Nesselhauf, 2005 ).…”

Section: Previous Studiesmentioning

confidence: 99%

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

Afzaal

Fadda

2022

Front. Psychol.

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The investigation of learners’ interlanguage could greatly contribute to the teaching of English as a foreign language and the development of teaching materials. The present study investigates the collocational profiles of large-scale written production by English learners with varied L1 backgrounds and different proficiency levels. Using the British National Corpus as reference corpus, learners’ collocation use was extracted by corpus query language and further identified by t-score via Python programming language. The collocation list consists of 2,501 make/take + noun (the direct object) collocations. Findings show that proficient learners tend to use collocations containing more semantically complicated and abstract noun elements for varied communication tasks. Moreover, advanced learners are inclined to use collocations comprised of more difficult and longer noun elements.

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“…Fourth, collocation in novel can be media which is not only improving English language performance but also understanding better about genre (Zaabalawi & Gould, 2017). Fifth, there is also a study about improving collocation assessment in learning L2 (Lee & Shin, 2021). All previous studies about collocation are rarely discussed about collocation in EFL textbook.…”

Section: Introductionmentioning

confidence: 99%

Collocation Analysis in Twelve Grade English Textbook

Yunianti

Fatin

Wiajaya

2022

ELTICS

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Learning foreign language needs several ways. One of the ways is collocation. Collocation is considerably prominent in learning foreign language due to the influence in language comprehension. The high proficiency in collocation reflects high proficiency in foreign language comprehension. It is therefore this study aims to scrutinize the collocation which used in twelve grade English Textbook. this study applied corpus software, namely antconc. the first step for collecting the data, was changing the data from pdf to txt and process it in antcont for finding the top twenty wordlist. Then, find the top twenty sentences based on the lexical which find from wordlist. Based on the antcont process, the finding illustrates that only two types of collocation which occurred in twelve grade English textbook. It can be reflected that twelve grade English textbook limited provided collocation. Although, it is very crucial as learning material plays significant role in teaching learning process. As a result, this study is estimated to gain insight about in teaching English as foreign language, especially teaching media in textbook.

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Towards Improved Assessment of L2 Collocation Knowledge

Cited by 10 publications

References 44 publications

Second language productive knowledge of collocations: Does knowledge of individual words matter?

Second language productive knowledge of collocations: Does knowledge of individual words matter?

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

Collocation Analysis in Twelve Grade English Textbook

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