DOCSLIB.ORG

Collocations As a Language Resource a Functional and Cognitive Study in English Phraseology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Collocations As a Language Resource a Functional and Cognitive Study in English Phraseology Collocations as a language resource A functional and cognitive study in English phraseology Sonja Poulsen Ph.d. dissertation Institute of Language and Communication University of Southern Denmark 2005 Supervisors Associate professor Fritz Larsen, University of Southern Denmark Associate professor John M. Dienhart, University of Southern Denmark Associate professor Alex Klinge, Copenhagen Business School Front cover Peter Harder’s analogy (1996a: 91) between the functional role that wings play for the survival of birds in biology and the functionality of linguistic constructions inspired me to use birds for my front cover illustration. My thanks to Kurt Normann for letting me use parts of his etching of flying rooks. Sonja Poulsen Institute of Language and Communication University of Southern Denmark DK-5230 Odense M Tel.: +45 6550 2188 E-mail: [email protected] © Sonja Poulsen 2005 Contents: Typographical conventions 3 Abbreviations 3 Tables 4 Figures 4 English résumé 6 Preface and acknowledgements 10 PART ONE 1. Introduction 11 1.1. Phraseology: the traditional approach 12 1.2. Definitions of ‘collocation’ 14 1.3. Methodology and classification in phraseology 17 1.4. Motivation for a functional and cognitive approach 23 1.5. What should a theory of collocations be able to account for? 28 1.6. Overview 33 PART TWO 2. The foundations of a traditional approach to phraseology 34 2.1. Theoretical influences on phraseology 35 2.1.1. A practical concern: teaching English as a foreign language 35 2.1.2. Firthian linguistics 38 2.1.3. Underlying assumptions 48 2.1.3.1. Structuralist dichotomies 48 2.1.3.2. Generative principles 52 2.1.3.3. Classical categories 55 2.1.4. Russian phraseology 57 2.1.5. A cognitive strand 61 2.2. Collocations in a framework of phraseological categories 72 2.2.1. Grammatical well-formedness 73 2.2.2. Institutionalization 76 2.2.3. Full compositionality 79 2.2.4. Restricted compositionality 84 2.2.5. Analysability, compositionality and the literal/figurative distinction 91 2.3. Summary and conclusions 99 1 PART THREE 3. Collocations in a functional and cognitive framework 102 3.1. What is ‘cognitive’ and what is ‘functional’ about language? 102 3.2. Methodology 109 3.2.1. Corpus studies and frequency 109 3.2.2. Linguistic evidence of cognitive routines 111 3.2.3. Synchronic evidence of diachronic processes 113 3.3. Introduction to the empirical part 113 3.3.1. Research questions and motivation 114 3.3.2. Design of case study 114 3.3.3. A general presentation of the data 115 3.4. Case study: break an appointment 117 3.4.1. How to approach the analysis of a complex category 117 3.4.1.1. How many meanings does a word have? 117 3.4.1.2. Domains, image schemas and construction types 126 3.4.2. The internal structure of BREAK 129 3.4.2.1 Abstract domains and referential range 131 3.4.2.2 Image schemas and event structure 140 3.4.2.3 Construction types 149 3.4.2.4 How many meanings does break have? 159 3.4.3 The internal structure of APPOINTMENT 185 3.4.3.1 Abstract domains and referential range 187 3.4.3.2 Image schemas and event structure 192 3.4.3.3 Construction types 204 3.4.3.4 How many meanings does appointment have? 212 3.4.4 The integration of BREAK and APPOINTMENT 224 3.4.4.1 Break an-appointment as a composite structure 225 3.4.4.2 Evidence of entrenchment 232 3.4.4.3 Can a support-verb function be posited for break? 245 3.4.4.4 To what extent is break an-appointment grammaticalized? 254 3.5. Summary of findings and evaluation of methodology 264 3.5.1. Findings related to research questions 264 3.5.1.1. To what extent are entrenched collocations like other composite structures? 264 3.5.1.2. In what respects are entrenched collocations special? 271 3.5.1.3. Verbs in entrenched collocations as grammaticalized support verbs 273 3.5.2. Evaluation of methodology 276 2 PART FOUR 4. Collocations as a language resource 279 4.1. Conclusion 279 4.2. Further research 281 Danish résumé 283 References 289 *** Typographical conventions Technical terms are marked by single quotes when first introduced and when there is a need to set them apart from the surrounding text: ‘collocation’ Linguistic meanings are also marked by single quotes: put off meaning ‘postpone’ Linguistic forms are printed in italics: record Lexical categories are printed in capital letters: BREAK Citations are marked by double quotes Titles are printed in italics Additions to, or omissions from, a citation are marked with square brackets: […] Key words in the text are printed in bold type Conceptual metaphors are printed in small capital letters: LIFE IS A JOURNEY Abbreviations The British National Corpus BNC The Oxford English Dictionary OED something (in tables and examples) sth somebody (in tables and examples) sb occurrence(s) (in tables) occ. Abbreviations used only in some sections, are explained where they are used 3 Tables 1. Syntactic patterns of collocation 16 2. Basic level categories 29 3. Subcategories within the phraseological spectrum 57 4. Russian categories 58 5. Levels of context 78 7. Phraseological categories 94 8. Literal and metaphorical conceptualization in different domains 127 9. BREAK domains I 138 10. BREAK domains II 139 11. Location event-structure in the sensorimotor domain (break into) 145 12. Location event-structure in the nonsensorimotor domain (break into) 146 13. Phrasal verbs and related constructions analysed as location event-structure 147 14. Construction types in two BREAK domains 151 15. Deverbal nominalizations of break 157 16. APPOINTMENT domains 189 17. Levels of categorization: APPOINTMENT I 194 18. Levels of categorization: APPOINTMENT II 194 19. Frequencies of co-occurrence in two APPOINTMENT domains 196 20. Prepositional phrases in the APPOINTMENT domain ‘arranging/arrangement for a meeting’ 199 21. Prepositional phrases in the APPOINTMENT domain ‘(placing sb in) a position’ 201 22. Construction types in two APPOINTMENT domains 206 23. Basic level predications types in two APPOINTMENT domains 208 24. Readings of appointment 222 25. Five instantiations of break (an) appointment 227 26. Key words evoking an APPOINTMENT frame 230 27. Schematicity and salience related to likelihood of entrenchment 236 28. The idiom status of selected expressions in three different typologies 243 29. A continuum of expression types (based on Bybee 1985: 11-13) 260 Figures 1. Overlapping lexical sets 21 2. Integrated levels of meaning 37 3. A scale of idiomaticity 59 4. A modified variant of Bühler’s Organon Model 107 5. Different meanings or different active zones 120 6. A partial network for open 121 7. Full-verb vs. support-verb readings of hold 126 8. Distribution of data by construction type 130 9. BREAK domains 133 4 10. Subdomain: artefacts and natural things (damage) 134 11. Subdomain: body parts 136 12. Sensorimotor domain as target domain: breaking in boots 137 13. Entrenched collocations using object event-structure 144 14. Entrenched collocations using location event-structure 144 15. Construction types in two domains 156 16. Proposed readings of break 160 17. Blueprint for figures 21-31 160 18. Damaging physical objects + violation of social institutions and constructs 161 19. Specific ways of breaking physical objects & social institutions & constructs 164 20. Overcoming physical and psychological barriers 166 21. Opening physical and metaphorical containers 169 22. Damaging body parts & causing psychological damage 171 23. Interrupting an activity & changing from a way of doing something 175 24. Starting an activity & changing to a new way of doing something 175 25. Conflation of readings (6/16 + 7/17): Interrupting & starting an activity 176 26. Interrupting auditory experience & interrupting a pattern 177 27. Becoming visible & entering consciousness 179 28. Interrupting a physical state & interrupting a psychological state 180 29. Readings of break: revised proposal 182 30. BREAK as a complex category 183 31. Distribution of data by construction type 186 32. APPOINTMENT domains 188 33. Subdomain: social institutions & constructs (‘arranging/arrangement for a meeting’) 190 34. Subdomain: social institutions & constructs (‘position’) 191 35. Object event-structure in two APPOINTMENT domains 198 36. Location event-structure in APPOINTMENT domain: ‘arranging/arrangement for a meeting’ 200 37. Past participles of basic level verbs as premodifiers 209 38. Basic level predications in two APPOINTMENT domains 211 39. Schematic frame APPOINTMENT I: ‘arranging/arrangement for a meeting’ 215 40. Schematic frame APPOINTMENT II: ‘(placing sb in) a position’ 217 41. APPOINTMENT as a complex category and a network of meanings 223 42. The composite structure break an-appointment 226 43. A/D alignment of break an-appointment construed as an entrenched collocation 234 44. A/D alignment of break an-appointment construed as a free collocation 235 45. Range of collocational variability in the specific frame ‘break an-appointment’ 237 46. A typology based on continua of salience and schematicity 241 47. The frame semantics of support verbs I 251 48. The frame semantics of support verbs II 252 5 English résumé This thesis addresses the question of what constitutes a suitable theoretical framework for entrenched collocations, focusing on expressions consisting of a verb and its nomi- nal object. The overall claim is that a functional and cognitive approach is descriptively more adequate and has greater explanatory potential than the traditional approach according to which phraseological expressions are arbitrary, because they are conven- tional and are moreover characterized as deviating from an assumed norm of full compositionality. Part 1 includes an outline of the traditional approach to phraseology as well as an overview of definitions of ‘collocation’ as a technical term.
Load more

Recommended publications
  • The Impact of Corpus-Based Collocation Instruction on Iranian EFL Learners' Collocation Learning
    Universal Journal of Educational Research 2(6): 470-479, 2014 http://www.hrpub.org DOI: 10.13189/ ujer.2014.020604 The Impact of Corpus-Based Collocation Instruction on Iranian EFL Learners' Collocation Learning Shabnam Ashouri*, Masoume Arjmandi, Ramin Rahimi Department of English, Guilan Science and Research Branch, Islamic Azad University, Guilan, Iran *Corresponding Author: [email protected] Copyright © 2014 Horizon Research Publishing All rights reserved. Abstract Over the past decades, studies of EFL/ESL drawn to vocabulary teaching and its collocation. Afterward vocabulary acquisition have identified the significance of they came to this truth that lack of knowledge of collocation collocations in language learning. Due to the fact that can prevent learners from inferring, and they also collocations have been regarded as one of the major concerns misunderstand native speakers. Wrong use of collocation can of both EFL teachers and learners for many years, the present cause native speakers not to comprehend what the learners study attempts to shed light on the impact of corpus-based say. According to Zarie and Gholami (2007), another collocation on EFL learners' collocation learning and problem of second language learners is the function of awareness. 60 Iranian EFL learners, who participated in this near-synonyms, particularly their collocations. study, were chosen randomly based on their scores in an Near-synonyms are pairs of words with parallel meanings, OPT exam. There were two groups, experimental and control but diverse collocations. Strong and powerful are two cases ones. The study examined the effects of direct corpus-based of near-synonyms. Tea can be strong, but not powerful.
    [Show full text]
  • CHAPTER 1 the STUDY of COLLOCATIONS 1.0 Introduction 'Collocations' Are Usually Described As "Sequences of Lexical Items W
    CHAPTER 1 THE STUDY OF COLLOCATIONS 1.0 Introduction 'Collocations' are usually described as "sequences of lexical items which habitually co-occur [i.e. occur together]" (Cruse 1986:40). Examples of English collocations are: ‘thick eyebrows’, 'sour milk', 'to collect stamps', 'to commit suicide', 'to reject a proposal'. The term collocation was first introduced by Firth, who considered that meaning by collocation is lexical meaning "at the syntagmatic level" (Firth 1957:196). The syntagmatic and paradigmatic relations of lexical items can be schematically represented by two axes: a horizontal and a vertical one. The paradigmatic axis is the vertical axis and comprises sets of words that belong to the same class and can be substituted for one another in a specific grammatical and lexical context. The horizontal axis of language is the syntagmatic axis and refers to a word's ability to combine with other words. Thus, in the sentence 'John ate the apple' the word 'apple' stands in paradigmatic relation with 'orange', 'sandwich', 'steak', 'chocolate', 'cake', etc., and in syntagmatic relation with the word 'ate' and 'John'. Collocations represent lexical relations along the syntagmatic axis. 114 Firth's attempt to describe the meaning of a word on the collocational level was innovative in that it looked at the meaning relations between lexical items, not from the old perspective of paradigmatic relations (e.g. synonyms, antonyms) but from the level of syntagmatic relations. Syntagmatic relations between sentence constituents had been widely used by structural linguists (e.g. 'John ate the apple' is an 'Subject-Verb-Object' construction), but not in the study of lexical meaning.
    [Show full text]
  • English Collocations in Use Intermediate Book with Answers
    McCarthy and O’Dell McCarthy and ENGLISH COLLOCATIONS IN USE Collocations are combinations of words, which frequently appear together. Using Intermediate them makes your English sound more natural. Knowledge of collocations is often tested in examinations such as Cambridge FCE, CAE, CPE and IELTS. This book is suitable for ENGLISH students at good intermediate level and above. Using collocations will improve your style of written and spoken English: ENGLISH • Instead of ‘a big amount’, say ‘a substantial amount’ • Instead of ‘think about the options’, say ‘consider the options’ COLLOCATIONS • Using collocations will make your English sound more natural: • Instead of ‘get ill’, say ‘fall ill’ COLLOCATIONS • Instead of ‘a bigCURRENT fine’, say ‘a BCC heavy TOO fine’ LONG Using collocationsFOR will helpNEW you DESIGN avoid common learner errors: How words work • Instead of ‘do a choice’, say ‘make a choice’ together for fluent • Instead of ‘make your homework’, say ‘do your homework’ IN USE and natural English English Collocations in Use Intermediate Self-study and • 60 easy-to-use two-page units: collocations are presented and explained IN USE on left-hand pages with a range of practice exercises on right-hand pages. classroom use • Presents and explains approximately 1,500 collocations in typical contexts Second Edition using short texts, dialogues, tables and charts. Also available • Contains a comprehensive answer key and full index for easy reference. CAMBRIDGE LEARNER’S DICTIONARY• FOURTHHighlights EDITION register to help students choose the appropriate language for ENGLISH VOCABULARY IN USE UPPER-INTERMEDIATEparticular situations. Intermediate ENGLISH PRONUNCIATION IN USE INTERMEDIATE • Informed by the Cambridge English Corpus to ensure that the most frequently used collocations are presented.
    [Show full text]
  • A Study on the Pragmatic Features of Collocation
    1 2 MINISTRY OF EDUCATION AND TRAINING MINISTRY OF EDUCATION AND TRAINING Supervisor: Assoc. Prof. Dr. TR ƯƠ NG VIÊN UNIVERSITY OF DANANG UNIVERSITY OF DANANG ************** Examiner 1: ……………………………………… Examiner 2: ……………………………………… HOÀNGHOÀNG TH THỊ HỊ HƯƠƯƠ NGNG GIANG GIANG AA STUDY STUDY ON ON THE THE PRAGMATIC PRAGMATIC FEATURES FEATURES OFOF COLLOCATION COLLOCATION USED USED IN IN ADVERTISING ADVERTISING HAIRHAIR CARE CARE PRODUCTS PRODUCTS IN IN ENGLISH ENGLISH AND AND VIETNAMESE VIETNAMESE The thesis will be defended at the Examination Council for the M.A. thesis, University of Danang. Time: 22/08/2010 Field Study: THE ENGLISH LANGUAGE Field Study: THE ENGLISH LANGUAGE Venue: University of Danang Code : 60.22.15. Code : 60.22.15. M.A. THESIS IN THE ENGLISH LANGUAGE M.A. THESIS IN THE ENGLISH LANGUAGE (A SUMMARY) (A SUMMARY) The original of this thesis is accessible for the purpose of reference at: - Library of the College of Foreign Languages, University of Danang. Supervisor: Assoc. Prof. Dr. TR ƯƠ NG VIÊN Supervisor: Assoc. Prof. Dr. TR ƯƠ NG VIÊN - The Information Resources Center, University of Danang. The thesis has been completed at the College of Foreign Languages, DANANG UNIVERSITY DANANG, 2010 DANANG, 2010 3 4 CHAPTER 1 because it’s about how people make sense of each other INTRODUCTION linguistically, but is can be a feustrating area of study because it 1.1 RATIONAL requires us to make sense of people and what they have in mind. Nowadays, together with the development of the society and “Collocation is the way words combine in a language to the world, communicating is an essential part in our daily life.
    [Show full text]
  • Collocation As Source of Translation Unacceptabilty: Indonesian Students’ Experiences
    International Journal of English Linguistics; Vol. 3, No. 5; 2013 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education Collocation as Source of Translation Unacceptabilty: Indonesian Students’ Experiences Syahron Lubis1 1 Postgraduate Studies of Linguistics, University of Sumatera Utara, Indonesia Correspondence: Syahron Lubis, Postgraduate Studies of Linguistics, University of Sumatera Utara, Indonesia. E-mail: [email protected] Received: July 24, 2013 Accepted: August 19, 2013 Online Published: September 23, 2013 doi:10.5539/ijel.v3n5p20 URL: http://dx.doi.org/10.5539/ijel.v3n5p20 Abstract The aims of the present study are to explore wrong English collocations made by some Indonesian English learners and to find out the causes of the wrong collocations. Twenty seven wrong English lexical collocations and nine wrong grammatical collocations collected from the students’ translation and writing assignments have been examined. After comparing the patterns of English collocations and the Indonesian collocations it is found out that the erroneous English collocations are attributed to four causes: (1) learners’ lack of knowledge of collocation, (2) differences of collocations between English and Bahasa Indonesia, (3) learners’ low mastery of vocabulary and (4) strong interferences of the learners’ native language.It is suggested that the students should be informed that collocation, like grammar, is one aspect of not only English but all other languages that should be learnt if they want their English sound natural and mastery of vocabulary can contribute to the constructing of correct collocations. Keywords: collocation, translation, vocabulary, interference 1. Introduction In learning a foreign language a learner is faced with a variety of problems.
    [Show full text]
  • Towards a Model for Investigating Predicate-Intensifier Collocations
    WORK IN PROGRESS Towards a Model for Investigating Predicate-Intensifier Collocations. Silvia Cacchiani Post-doctoral student Dipartimento di Anglistica, Università di Pisa Via Santa Maria 67,1 - 56126 Pisa (PI) [email protected] Abstract Adverbial intensifiers express the semantic role of degree. Here, we shall focus on English upgrading intensifiers like very, absolutely, extremely, impossibly. Specifically, what we have mainly aspire at is to develop and apply a simple but efficient model that investigates the motivations behind choosing from among competing intensifiers in a non-haphazard way. Such a model is meant to work as a "combinatory chart" that allows for fair comparison ofnear-synonymic intensifiers with respect to a number ofparameters ofvariations (or textual preferences) on the morpho-syntactic, lexico-semantic and discourse-pragmatic levels. Its ultimate lexicographic contribution to the issue of predicate-intensifier collocations will be building a combinatory dictionary of English intensifiers - and, later on, a bilingual combinatory dictionary of English and Italian intensifiers. 1. Corpus Data and Methodology bi the current paper we want to depict a model for investigating predicate-intensifier collocations.1 Upgrading intensifiers constitute an extremely varied lexico-functional category. They boost a quality ab:eady present in their predicate (i.e. head) along an imaginary scale of degree of intensity. The modification introduced cannot be objectively measured (e.g. deadgorgeous as agaiastfully developed countries). The corpus consulted was the BNC (http://www.natcorp.ox.ac.uk/index.html). We only searched the www in the case ofpoorly or not represented at all intensifiers. Since most intensifiers are polyfimctional words ambiguous between different interpretations, one of which is precisely intensification (e.g.
    [Show full text]
  • Knowledge of English Collocations: an Analysis of Taiwanese EFL Learners
    DOCUMENT RESUME ED 465 288 FL 027 339 AUTHOR Huang, Li-Szu TITLE Knowledge of English Collocations: An Analysis of Taiwanese EFL Learners. PUB DATE 2001-00-00 NOTE 21p.; In: Luke, C. and B. Rubrecht, Eds. Texas Papers in Foreign Language Education: Selected Proceedings from the Texas Foreign Language Education Conference, 2001. Volume 6, nl, Fall 2001. For related documents, see FL 027 256-64. PUB TYPE Reports - Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *English (Second Language); *Error Analysis (Language); Foreign Countries; Higher Education; *Idioms; *Interference (Language); *Second Language Learning; Undergraduate Students ABSTRACT This study investigated Taiwanese English as a Foreign Language (EFL) students knowledge of English collocations and the collocational errors they made. The subjects were 60 students from a college in Taiwan. The research instrument was a self-designed Simple Completion Test that measured students knowledge of four types of lexical collocations: free combinations, restricted collocations, figurative idioms, and pure idioms. The results indicated that, for these students, free combinations created the least amount of difficulty, whereas pure idioms were the most challenging. Additionally, students performed about equally well on restricted collocations and figurative idioms. In general, the students deviant answers demonstrated their insufficient knowledge of English collocations. It is concluded that EFL learners errors in collocations can be attributed to negative first language transfer. Test items are appended. (Contains 26 references.) (Author/SM) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY O This document has been reproduced as received from the person or organization originating it.
    [Show full text]
  • Use of Verb-Noun Collocations by Advanced Learners of Chinese
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2016 Use of Verb-Noun Collocations by Advanced Learners of Chinese Xiaolin Peng University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Education Commons, Linguistics Commons, and the Other Languages, Societies, and Cultures Commons Recommended Citation Peng, Xiaolin, "Use of Verb-Noun Collocations by Advanced Learners of Chinese" (2016). Publicly Accessible Penn Dissertations. 1940. https://repository.upenn.edu/edissertations/1940 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/1940 For more information, please contact [email protected]. Use of Verb-Noun Collocations by Advanced Learners of Chinese Abstract The important role of collocations has been widely accepted in the current literature, but to date there are still relatively few studies on language learners’ collocation knowledge and development within different local contexts. The current study intends to contribute to the literature by investigating the oral production of Chinese verb-noun (V-N) collocations by a group of highly proficient learners comprised of both Chinese as a foreign language learners (CFL learners) and Chinese heritage language learners (CHL learners), as compared to Chinese native speakers (CNSs). The study brings together current literature on collocation and heritage language learners both from a Western perspective and from the Chinese linguistic and sociolinguistic perspective. Samples of spoken language data discussing both academic and non-academic topics were collected through one-on-one interviews with 10 CFL learners, 10 CHL learners and 10 CNSs. The data are analyzed both quantitatively and qualitatively to yield the following three findings: (1) There is a significant difference in using Chinese verb-noun (V-N) collocations among CFL learners, CHL learners, and CNSs.
    [Show full text]
  • A Corpus-Based Study of the Effects of Collocation, Phraseology
    A CORPUS-BASED STUDY OF THE EFFECTS OF COLLOCATION, PHRASEOLOGY, GRAMMATICAL PATTERNING, AND REGISTER ON SEMANTIC PROSODY by TIMOTHY PETER MAIN A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of English Language and Applied Linguistics College of Arts and Law The University of Birmingham December 2017 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract This thesis investigates four factors that can significantly affect the positive-negative semantic prosody of two high-frequency verbs, CAUSE and HAPPEN. It begins by exploring the problematic notion that semantic prosody is collocational. Statistical measures of collocational significance, including the appropriate span within which evaluative collocates are observed, the nature of the collocates themselves, and their relationship to the node are all examined in detail. The study continues by examining several semi-preconstructed phrases associated with HAPPEN. First, corpus data show that such phrases often activate evaluative modes other than semantic prosody; then, the potentially problematic selection of the canonical form of a phrase is discussed; finally, it is shown that in some cases collocates ostensibly evincing semantic prosody occur in profiles because of their occurrence in frequent phrases, and as such do not constitute strong evidence of semantic prosody.
    [Show full text]
  • Lexical Collocation Errors in Literary Translation
    Dil Dergisi Sayı/Number: 170/1 Ocak/January Gönderildiği tarih: 15.11.2018 Kabul edildiği tarih: 10.01.2019 DOI: 10.33690/dilder.528981 Keywords Anahtar Sözcükler Lexical Collocation Translation, L1 Influence, Action, Verb, Russian, Turkish, Semantic Restriction On Collocability, Translations Of Literary Texts LEXICAL COLLOCATION ERRORS IN LITERARY TRANSLATION YAZINSAL METİNLERİN ÇEVİRİSİNDE SÖZCÜKSEL EŞDİZİM HATALARI • Özgür Şen Bartan Dr. Öğr. Üyesi, Kırıkkale Üniversitesi, Fen-Edebiyat Fakültesi, Batı Dilleri ve Edebiyatları Bölümü, Mütercim Tercümanlık A.B.D., [email protected] Abstract Öz This study aims to explore lexical collocation errors in Bu çalışmanın amacı Türkçe-İngilizce yazınsal metinlerin Turkish-English translations of literary texts. To identify, çevirisinde sözcüksel eşdizim hatalarını araştırmaktır. Türkçe describe and explain the errors (Ellis, 1985), a written corpus yazınsal metinlerin İngilizce çevirilerinde yapılan hataları of Turkish literary texts and their English translation texts belirlemek, tanımlamak ve açıklamak (Ellis, 1985) için İngilizce (ETT) was compiled from students of the Department of Mütercim Tercümanlık Anabilim dalındaki öğrencilerin English Translation and Interpretation. Benson et al.’s (1997) çevirilerinden oluşan yazılı derlem oluşturulmuştur. Bunun classifications for lexical collocations have been used in order yanı sıra, en sık yapılan sözcüksel eşdizim hataları (eylem+ad) to analyse lexical collocation errors for this study. Also, the kısıtlı eşdizimlilik ve anadilin etkisi açısından
    [Show full text]
  • Collocations and Teaching
    COLLOCATIONS AND TEACHING Investigating word combinations in two English textbooks for Norwegian upper secondary school students Lívia Cerqueira de Souza Hodne A thesis submitted for the Master‟s Degree program in English Department of Foreign Languages University of Bergen Autumn 2009 ACKNOWLEDGMENTS First of all, I would like to thank my supervisor, Professor Aud Solbjørg Skulstad, for her support, guidance, and for valuable advice. I also thank my co-supervisor, PHD candidate Gard Buen Jenset, for all the constructive feedback, practical tips, and help with corpus work. I also owe much of what I know today as a teacher and as a student of English to Susan Harris de Mello, first my teacher, then my boss, and always a friend. She was the one who first introduced me to the phenomena of collocations and showed me their importance in English teaching and learning. I am grateful to my students for being patient during my busy weeks and for being positive to my new „experiments‟, especially when I wanted to try out the ideas of the present study in my classes. I thank my dear family and friends in Brazil, who have accompanied me and encouraged me during the writing of this thesis even from a long distance. I would also like to thank my Norwegian family and friends who have followed closely each step of the process. I wish to extend a special thank you to my father, who has always shown me unconditional love and has taught me everything I know. Finally, I thank my husband, Arnstein, for his love and patience through the unsociable weekends and extra housework, and for helping me „take a step back and think objectively‟ when I most needed it.
    [Show full text]
  • Helping Spanish Speakers Better Understand and Use Verb-Noun Collocations in English1 Agnes Orosz2, Universidad Nacional De Educ
    MEXTESOL Journal, Vol. 41, No. 3, 2017 1 Helping Spanish Speakers Better Understand and Use Verb-Noun Collocations in English1 Agnes Orosz2, Universidad Nacional de Educación (UNAE), Azogues, Ecuador Abstract There are potentially great benefits to be reaped from raising our students’ awareness of collocations when we teach English. Collocations are words which naturally appear together in a language, for example, “benefits” are “reaped” (not “harvested”) and “awareness” is “raised” (not “lifted”) in English. Using collocations with more confidence and accuracy has been named as the one key element that can move students forward from their intermediate plateau (Morgan Lewis, 2000). The following article is a guide to what an EFL teacher might like to know about collocations in order to begin to incorporate raising awareness of collocations into their lessons. It examines the different definitions authors have attempted to give collocations, as well as the different types of collocations that exist and which types are most important to focus on in our teaching. The article also includes some common problems which students (especially Spanish speakers) tend to encounter with collocations. Suggestions are provided as to how the problems may be solved using activities and specific practical ideas for teachers and students. Resumen Existen potencialmente grandes beneficios de concientizar a nuestros estudiantes sobre las “collocations” (colocaciones, unidades fraseológicas) cuando enseñamos inglés. El uso de colocaciones con más confianza y precisión ha sido señalado como el elemento clave que puede ayudar a los alumnos a continuar progresando en el aprendizaje del idioma. El presente artículo es una guía de lo que un profesor de EFL necesita saber sobre colocaciones para comenzar a incorporar la enseñanza de estas en sus clases.
    [Show full text]