Grammatical and Lexical English Collocations : Some Possible Problems to Indonesian Learners of English
Total Page:16
File Type:pdf, Size:1020Kb
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. -
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. -
Transatlantic Variation in English Adverb Placement
Language Variation and Change, 25 (2013), 179–200. © Cambridge University Press, 2013 0954-3945/13 $16.00 doi:10.1017/S0954394513000082 Transatlantic variation in English adverb placement C ATHLEEN W ATERS University of Toronto ABSTRACT This study examines the placement of an adverb with respect to a modal or perfect auxiliary in English (e.g., It might potentially escape / It potentially might escape). The data are drawn from two large, socially stratified corpora of vernacular English (Toronto, Canada, and York, England) and thus allow a cross-dialect perspective on linguistic and social correlates. Using quantitative sociolinguistic methods, I demonstrate similarity in the varieties, with the postauxiliary position generally strongly favored. Of particular importance is the structure of the auxiliary phrase; when a modal is followed by the perfect auxiliary (e.g., It might have escaped), the rates of preauxiliary adverb placement are considerably higher. As the variation is chiefly correlated with linguistic, rather than social factors, I apply recent proposals from Generative syntax to further understand the grammar of the phenomenon. However, the evidence suggests that the variability seen here is a result of postsyntactic, rather than syntactic, processes. Quantitative sociolinguistic study of adverbs has been limited, and much of the comparative work that has been undertaken on English has focused solely on morphological variation of the suffix -ly (Aijmer, 2009; Algeo, 2006; Biber, Johansson, Leech, Conrad, & Finegan, 1999; Opdahl, 2000). This work addresses the lacuna by examining a facet of adverb placement in two varieties of English using data from large, socially stratified corpora of vernacular English (described herein). -
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. -
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. -
The Morphology, Syntax, and Semantics of Adverbs in Cantonese
THE MORPHOLOGY, SYNTAX, AND SEMANTICS OF ADVERBS IN CANTONESE WONG LA1 YIN ZER M. PHIL. THESIS THE UNIVERSITY OF HONG KONG 2002 Abstract of thesis entitled The Morphology, Syntax, and Semantics of Adverbs in Cantonese submitted by Wong Lai Yin for the degree of Master of Philosophy at the University of Hong Kong in September 2002 This thesis reports on a study of adverbs in Cantonese as it is spoken in contemporary Hong Kong. Previous studies of Cantonese adverbs have put particular emphasis on the grammatical meanings of a few individual adverbs, for instance, the adverb % sin] (Cheng, 1990; Cai, 1995; Luke 2002; among others). The general properties of the adverb class as a whole have received relatively scant attention. In this study, the characteristics of Cantonese adverbs, and especially the morphologically, semantically and syntactically relevant aspects of these adverbs are investigated in greater depth. The search for general patterns has been given priority above the description of the peculiarities of each individual adverb. Linguists have generally agreed that an adverb can serve as an adverbial in a sentence (see, for example, Quirk & Greenbaum, 1973). Zhu Dexi (1982), in particular, provides the most insightful criterion in distinguishing adverb f?om other word classes. He proposes that an adverb can and can only function as adverbial, and never hnction as any other sentence constituent like subject and predicate. In the present study, only those words that can function only as adverbials according to Zhu's analysis are identified as adverbs. Particular attention is given to distinguishing adverbs from adjectives, time words (nouns) and conjunctions, which are commonly used as adverbials as well. -
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. -
ON the NOTION of SUBJECT for SUBJECT-ORIENTED ADVERBS Mikinari Matsuoka
ON THE NOTION OF SUBJECT FOR SUBJECT-ORIENTED ADVERBS Mikinari Matsuoka University of Yamanashi This article investigates the nature of predication of so-called subject-oriented adverbs in English. It is noted that there are both conceptual and empirical issues to be addressed. On the conceptual side, there is no consensus in previous studies on what exactly the notion of subject is for these adverbs and why these adverbs have an orientation to the subject. On the empirical side, there are circumstances in which some of the adverbs seem to be construed with the object argu- ment of the verb. This article focuses on these problems through an examination of the adverbs occurring in locative, passive, unaccusative, and resultative constructions. It is argued that when these adverbs seem to be associated with the object , they are predicated of a phonetically empty pronoun that occurs as the subject of a small clause, controlled by the object. Moreover, it is indicated that subject-oriented adverbs occurring in different positions across different construc- tions are all parasitically predicated of DPs that are introduced by a functional head in primary predication. Given the proposal made in recent studies that predication relationships between lexical categories and their external arguments in general are mediated by a functional head, it is claimed that subject-oriented adverbs also need to be supported by such a head to be associated with DPs. Thus, it is concluded that the notion of subject for these adverbs and their orientation are derived from the general theory of predication.* Keywords : adverb, locative, predication, resultative, small clause, subject 1. -
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. -
A Morphological Comparative Study Between Albanian and English Language
European Scientific Journal A morphological comparative study between Albanian and English language Aida Kurani Anita Muho University “Aleksander Moisiu”, Durres, Albania Abstract: The aim of this study is to point out similarities and differences of English and Albanian language in the morphological level, trying to compare different parts of speech of both languages. Many languages do not distinguish between adjectives and adverbs or adjectives and names etc, i.e. the Albanian language differs in terms of gender and plural adjectives, while English has not such a feature. Therefore formal distinctions between parts of speech should be done within the framework of a given language and should not be applied in other languages .In this study we have analyzed nouns, verbs, adverbs, adjective structures, the use of articles, pronouns etc. in Albanian and English. In the light of modern linguistics, comparative method plays an important role in the acquisition of languages comparing the first language with the target language. Comparative method is also considered as a key factor in the scientific research of modern linguistics, so it can be used successfully in teaching. Keywords; Albanian, English, differences, morphology, similarities, teaching. 28 European Scientific Journal Introduction In Albanian language, the comparative studies in linguistics are very rare. Considering the fact that language is closely related to culture, a linguistic comparative study is also a cultural comparison. Although all languages mainly play a similar role, there are similarities and differences between them. Knowing the differences between the two languages also helps in identifying students' linguistic errors in the process of teaching the grammar. -
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. -
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.