View in EDS

A frequency-based exploratory study of word combinations by EFL learners towards adjective-noun collocations

Saved in:
Bibliographic Details
Title: A frequency-based exploratory study of word combinations by EFL learners towards adjective-noun collocations
Authors: Erdem Akbas, Ceyhun Yükselir
Source: Círculo de Lingüística Aplicada a la Comunicación, Vol 98 (2024)
Publisher Information: Universidad Complutense de Madrid (UCM), 2024.
Publication Year: 2024
Subject Terms: argumentative writing, 4. Education, adjective-noun collocations, corpus linguistics, 0602 languages and literature, 05 social sciences, foreign language learning, L2 word combinations, P1-1091, 0501 psychology and cognitive sciences, 06 humanities and the arts, Philology. Linguistics
Description: The mastery of formulaic sequences by language learners is considered to be crucial since it enables them to accomplish the basic communicative requirements (Wray, 2002) of target language use. Of all the formulaic sequences, the mastery of collocations is known to have an enormous impact on learners’ ability to move beyond the intermediate level. This data-driven study explores the word combinations (both conventional and unconventional L2 strings) of L2 users of English. Specifically, the adjective-noun combinations in an L2 corpus (TUWE) were explored to find the potential L2 strings functioning as unconventional collocations. Then, these L2 strings were compared with the adjective-noun collocations in the LOCNESS corpus to determine whether the choices made by L2 learners differed from those of L1 users. The findings show that the spectrum of the L2 word combinations was broader in comparison with LOCNESS. The results suggest that the L2 learners produced a higher number of unconventional collocations than conventional collocations matching with the L1. The L2 strings support that the use of collocations can be rather problematic for learners of English however advanced they are. Some pedagogical implications of the findings for explicit collocation and vocabulary teaching are discussed.
Document Type: Article
ISSN: 1576-4737
DOI: 10.5209/clac.81885
Access URL: https://doaj.org/article/b242282e215740278cda4b5e4453bd0e
https://avesis.erciyes.edu.tr/publication/details/ef4555e3-3c60-4117-9b00-51ca4f432ab6/oai
Accession Number: edsair.doi.dedup.....b543ea03f133457c1198e9f0547b167f
Database: OpenAIRE
Description
Abstract:The mastery of formulaic sequences by language learners is considered to be crucial since it enables them to accomplish the basic communicative requirements (Wray, 2002) of target language use. Of all the formulaic sequences, the mastery of collocations is known to have an enormous impact on learners’ ability to move beyond the intermediate level. This data-driven study explores the word combinations (both conventional and unconventional L2 strings) of L2 users of English. Specifically, the adjective-noun combinations in an L2 corpus (TUWE) were explored to find the potential L2 strings functioning as unconventional collocations. Then, these L2 strings were compared with the adjective-noun collocations in the LOCNESS corpus to determine whether the choices made by L2 learners differed from those of L1 users. The findings show that the spectrum of the L2 word combinations was broader in comparison with LOCNESS. The results suggest that the L2 learners produced a higher number of unconventional collocations than conventional collocations matching with the L1. The L2 strings support that the use of collocations can be rather problematic for learners of English however advanced they are. Some pedagogical implications of the findings for explicit collocation and vocabulary teaching are discussed.
ISSN:15764737
DOI:10.5209/clac.81885