Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

Reynolds, Barry Lee; Teng, Mark Feng

doi:10.14746/ssllt.2021.11.3.6

Cited by 7 publications

(3 citation statements)

References 46 publications

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“…Collocational mistakes made by the majority of individuals might be ascribed to poor transfer from their native tongue. This fact confirms the results of previous research on errors in the use of collocations by EFL learners (Sari & Gulö, 2019;Reynolds & Teng, 2021).…”

Section: Discussionsupporting

confidence: 91%

Contextualizing EFL Learners’ Proficiency in Using English Collocations

Sipayung

Saragih

2023

JEELS

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Proficiency in using a foreign language cannot be separated from mastery of collocation in the target language. Although several previous studies have explored collocations in various forms of oral communication; however, few studies have investigated the context of collocation use and proficiency in collocation use by EFL learners. This study aims to describe the English collocation competence and collocational mistakes of Indonesian (EFL) students. A total number of 50 students from an English education department in Medan, Indonesia, served as the subjects. The research instrument was a 50-item Simple Completion Test that the researchers created themselves. It assessed students' understanding of four different lexical collocations: pure idioms, figurative idioms, free combinations, and restricted collocations. The findings showed that pure idioms were the most difficult for these students, while free combinations posed the fewest number of a challenge. Student performance on restricted collocations and figurative idioms were roughly equal. The student's inconsistent responses often showed a lack of proficiency with English collocations. It is concluded that poor first language transfer is to blame for the collocational errors made by EFL learners. The greatest way to get more proficient at using collocation while avoiding errors that have been identified thus far is to utilize it as frequently as feasible in English.

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Section: Discussionsupporting

confidence: 91%

Contextualizing EFL Learners’ Proficiency in Using English Collocations

Sipayung

Saragih

2023

JEELS

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“…For instance, 'medicine' does not co-occur with 'drink' but the words were opted because of the mother tongue collocation. Differently, Reynolds and Teng (2021) noted that:…”

Section: Efl Learners and English Collocationmentioning

confidence: 99%

Lexical Collocation Analysis in Master’s Student Reflective Writings

Dreina Antira Pujiningtyas,

Bram

2023

jet

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The study aims to explore lexical collocations in master’s student reflective writings by classifying the collocations and figuring out the strengths of the word combinations using the Mutual Information (MI) scores. As a corpus-based study, the Corpus of Contemporary American English (COCA) was employed by the researchers. Therefore, the MI score of each lexical collocation could be carefully gathered and compared. The result of the study showed six types out of seven types of lexical collocations found in students’ reflective writings. Among the combinations, the noun and verb combinations were the most commonly found. The summarized data revealed that the number of word combinations with a stronger association was higher than the number of word combinations with a less significant association. Being get used to various English language inputs, the students were able to possess a wide range of lexical collocation repertoire and produce writings containing various word combinations with the significant association.

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“…In addition to incidental vocabulary acquisition via narrow reading, vocabulary can also be acquired intentionally. In fact, it is generally agreed that a combination of both narrow reading (incidental approach) and explicit vocabulary instruction (intentional approach) could lead to more effective lexical development (Hunt & Beglar, 2005); however, most vocabulary studies only investigated the two approaches in isolation (Reynolds & Teng, 2021). The evidence base in the joined effects of narrow reading plus explicit instruction on lexical knowledge is much sparser.…”

Section: Introductionmentioning

confidence: 99%

Influence of Narrow Reading and Narrow Reading Plus Morphological Awareness Training on Vocabulary Development

Yuan,

Tang

2023

Sage Open

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The present study sought to investigate the effects of narrow reading and a combination of narrow reading and morphological awareness training on intermediate Chinese college English learners’ vocabulary acquisition and retention. To these ends, 54 Chinese college English as foreign language learners (EFL) were randomly divided into three groups—a narrow reading group (NR group); a narrow reading plus morphological intervention group (NRMI group), and a control group (CR group). The two experimental groups read the same five thematically-related expository passages over 5 weeks with the NRMI group receiving extra morphological training; while the CR group read five texts on different topics over the same period of time. Linear mixed model analysis results indicated that while two treatment groups performed significantly better than the CR group on both receptive and productive vocabulary tests, the NRMI group improved the most in vocabulary learning.

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Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors

Cited by 7 publications

References 46 publications

Contextualizing EFL Learners’ Proficiency in Using English Collocations

Contextualizing EFL Learners’ Proficiency in Using English Collocations

Lexical Collocation Analysis in Master’s Student Reflective Writings

Influence of Narrow Reading and Narrow Reading Plus Morphological Awareness Training on Vocabulary Development

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