Lexical Verbs in Verb-Noun Collocations: Empirical Evidence from a Malay ESL Learner Corpus

Abdullah, Shazila; Aziz, Roslina Abdul; Kamaruddin, Rafidah

doi:10.17576/3l-2021-2704-11

Cited by 4 publications

(6 citation statements)

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“…Previous research has indicated that both delexical and lexical verb+noun collocations pose significant difficulties for EFL/ESL learners. For instance, Choi (2019) found that Korean EFL learners make quite a few collocational errors with delexical verbs, and Abdullah et al (2021) revealed that semantic deviations are more likely to occur with lexical verbs than with nouns to Malay ESL learners when it comes to the construction of verb+noun collocations in writing. In addition, Lexical verb+noun collocation, such as figurative collocations, pose a great challenge to Chinese EFL learenrs in a self-paced reading experiment (Shi et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations

Min,

Abdul Rahim,

Leng Hong

2023

JCT

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Restricted verb+noun collocations in English comprise delexical verb+noun collocations and lexical verb+noun collocations. The former are combinations containing verbs with ‘light’ meaning, such as make a mistake, take pictures, and have dinner, while lexical verb+noun collocations refer to combinations with technical meaning or figurative sense, such as draw a conclusion and hold discussions. Many studies have shown that these collocations are challenging to non-native English speakers, but to what extent and why one type is more challenging than the other has not received much research attention. The current study focuses on Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocation, particularly in relation to the influence of their first language (L1). To address this, the study measured Chinese EFL learners’ receptive knowledge of delexical and lexical verb+noun collocations using COLLEX5 collocation test and the extent to which their responses in the test were congruent or incongruent with their L1, i.e., Mandarin. The results show that Chinese EFL learners’ receptive delexical verb+noun collocation knowledge is higher than their lexical ones. The results also show that 92.3% of delexical verb+noun collocation errors are congruent with Mandarin. L1 influence is also evident in lexical verb+noun collocation errors but to a lesser extent, i.e., 72.6%. These findings indicate that L1-influenced errors account for a significant portion of the errors, suggesting that EFL learners' L1 influences how L2 collocations are processed in the mental lexicon.

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Section: Discussionmentioning

confidence: 99%

Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations

Min,

Abdul Rahim,

Leng Hong

2023

JCT

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“…Finally, the research findings attempt to contribute to genre analysis, academic writing and L2 writing instruction (Al-mudhaffari et al, 2019) so that writers of English as a Second or Foreign language can include appropriate lexical and grammatical entries when producing scholarly and non-scholarly texts. From this point of view, Abdullah et al (2021) suggest that the teaching of the lexicon must be accompanied by syntactic structures; since the knowledge of the lexical elements implies knowing the semantic and syntactic structures of the language (Mohamed Sultan & Taha, 2018), which, to some extent, could impact the oral or written production of texts.…”

Section: Discussionmentioning

confidence: 99%

Lexical Richness of Abstracts in Scientific Papers in Anglophone and Non-Anglophone Journals

Viera

2022

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Journal research article abstracts, considered as the most read section of the entire paper, have been the focus of multi-dimensional research studies. In the genre of abstracts, vocabulary richness is the basis for the construction of sentences, paragraphs, and complete texts; it contributes to non-native (and even native) English speakers of the language in the production and comprehension of written texts. To explore its importance, the present study examines the lexical richness in abstracts of scientific papers; it consists of three distinct measurement dimensions: lexical density, lexical variation, and lexical sophistication. The comparative-descriptive analysis is based on a corpus of abstracts in English published in Anglophone and non-Anglophone contexts. The written corpora were subjected to a software-driven text analysis using the complete lextutor vocab-profile available online at https://www.lextutor.ca/vp/eng/; the output texts from the software analyser were mined using SPSS statistics. Results show that although abstracts in both publication contexts use varied and extensive vocabulary throughout the two English sub-corpora, Anglophone texts, unlike non-Anglophone ones, produce more content and off-list words. This study announces valuable insights, particularly for inexperienced and novice writers, on using automatic online tools, such as vocab-profile, to gauge the type of vocabulary used in their written compositions.

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“…The Written English Corpus of Malaysian English Learners (WECMEL), a 470,000-word self-complied learner corpus (Abdullah & Noor, 2013), serves as an argumentative-type essay corpus which was collected in 2013 to study the verb-noun collocational patterns among the Malaysian pre-degree learners (a pre-entrance course to Law programme) at Universiti Teknologi Mara in comparison to LOCNESS. The use of this corpus has been mentioned in one of the recent studies researching on collocations (e.g., Abdullah et al, 2021). Studying the rhetorical moves of arguments in argumentative essays written by pre-university students, Kanestion and Kaur (2021) compile the Corpus of MUET Writing Argumentative Essays (COMWArE).…”

Section: Self-compiled Learner Corpus For Research Purposementioning

confidence: 99%

“…Similar to WECMEL and COMWArE, there are other self-developed learner corpora which have been constructed by Malaysian researchers for research purposes. This shows the enduring effort by Malaysian researchers to collect students' written work to study the learner language from the primary to tertiary level of education (e.g., Abdullah & Noor, 2013;Chau, 2015;Kaur, 2009). Kaur (2009) has compared the vocabulary choices between Malaysian children (boys versus girls) and British children (boys versus girls) by building her own corpora for both groups.…”

Section: Self-compiled Learner Corpus For Research Purposementioning

confidence: 99%

“…This means that numerous scholarly works have been executed exploring students' language use (from vocabulary, phraseology, and grammar to discourse level) ranging from primary to college level of education. Nevertheless, there are very few studies which have reported the comparison between the native and non-native learner variety (e.g., Abdullah & Noor, 2013;Aziz, 2018;Botley, 2010;Joharry, 2016;Kaur, 2009) and as far as the researcher is concerned there is no comparison made between learner and expert language. Furthermore, despite the growth in the number of LCR, EAP or ESP studies using the specialised or discipline-specific learner corpora can be seen as an under-researched area in the Malaysian context.…”

Section: The Need For Specialised Learner Corpus Studiesmentioning

confidence: 99%

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Specialised Learner Corpus Research: A Review for Future Directions of the Global and Malaysian Contexts

Subramaniam

Kaur

2023

TEFLIN

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Literature survey concerning the Learner Corpus Research (LCR) in the last 20 years has shown a paucity of studies involving specialised/discipline-specific text. Since the use of discipline-specific academic writing learner corpora is useful in determining the language pattern within the English for Specific Academic Purposes (ESAP) context, this paper presents a review of specialised LCR based on journal articles from the Web of Science database and the Google scholar, reference books and relevant websites to address the gap both globally and within the Malaysian context for future needs. The review suggests the need for more specialised/genre-specific or discipline-based learner corpus studies employing the non-native novice versus native novice and expert comparative method in both global and Malaysian contexts, with more studies executed in relation to specialised learner corpora in the latter. In relation to linguistic aspect, the understanding of lexical bundles’ communicative function can be attempted through the analysis from the core word to the surrounding pattern or discourse. The use of learner corpus as a pedagogical instrument needs also to be well-accepted and executed to enhance the teaching and learning of academic writing in ESAP classrooms via Data-Driven Learning approach or corpus-related activities.

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Lexical Verbs in Verb-Noun Collocations: Empirical Evidence from a Malay ESL Learner Corpus

Cited by 4 publications

References 0 publications

Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations

Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations

Lexical Richness of Abstracts in Scientific Papers in Anglophone and Non-Anglophone Journals

Specialised Learner Corpus Research: A Review for Future Directions of the Global and Malaysian Contexts

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