Using an Online Collocation Dictionary to Support Learners’ L2 Writing

Cao, Dung; Deignan, Alice

doi:10.22599/baal1.n

Cited by 7 publications

(9 citation statements)

References 17 publications

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“…However, the findings also presented some challenges of using corpus-based tools in students' collocational acquisition. The students tended to rely much on online dictionaries, which was reported in [44] as a negative habit and could destroy learners' collocation use. As stated in [23], instructed dictionary use should be implemented.…”

Section: Discussionmentioning

confidence: 99%

“…Online corpora and corpus-based tools were seen to be useful tools for learners to practice learning autonomy as well as writing correction [30]. However, it also poses learners with major difficulties and even weakens cognitive abilities for collocation use [44]. Further examination can be done to confirm the effectiveness of these tools for a long time.…”

Section: Corpus-based Tools For Collocationsmentioning

confidence: 99%

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Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

Duong¹,

Nguyen²

2021

Advances in Social Science, Education and Humanities Research

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As a formulaic language, collocations have brought benefits and challenges to EFL learners' academic writing. These chunks' functions in academic writing need examining for a long time. Under certain constraints of the research setting, the current study explored both students' and lecturers' standpoints on using collocations to enhance academic writing. As one of quite a few studies in the Vietnamese context, the research included 47 English-major juniors and 5 English lecturers at Van Lang University, Hochiminh City, in the first semester of 2020-2021 academic year. Two research instruments were employed: the online questionnaire (to students) and the email interview (to lecturers). Thematic analysis and descriptive statistics by SPSS (version 20) were utilized to describe both stakeholders' insights into the research problem. Major findings illustrated that the students' demotivation of extensive reading and collocational practice were additional barriers to the collocational acquisition. Learners' and teachers' perspectives on the benefits of collocations in academic writing are congruent; however, the ignorance of collocations in language instruction and ineffective learning strategies might cause many constraints. The study results might provoke questions of whether using corpus-based tools (instructed or non-instructed) could have any impact on students' collocation use in their academic writing. Thus, the results might draw attention to the need of teachers' and learners' reflection and recommends a few ideas for future research.

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Section: Discussionmentioning

confidence: 99%

Section: Corpus-based Tools For Collocationsmentioning

confidence: 99%

Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

Duong¹,

Nguyen²

2021

Advances in Social Science, Education and Humanities Research

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“…In some studies (Durrant & Schmitt, 2009;Nguyen & Webb, 2017), the MI-score and T-score are frequently used as statistical measures to identify the significant co-occurrence of words in a particular combination. In some other more recent studies (e.g., Cao & Deignan, 2019;Gablasova et al, 2016;Khoja, 2019), logDice has been used on the grounds that it operates on a standardized scale with a fixed value (Rychlý, 2008), a feature that neither the MI-score nor T-score possesses (Hunston, 2002). LogDice also gives prominence to exclusive combinations without highlighting rare combinations, which makes it preferable to the MI-score (Gablasova et al, 2016).…”

Section: Identifying Collocationsmentioning

confidence: 99%

“…From the review of collocation identification, frequency counting of co-occurrence of words from corpora, which is an advantage of the frequency-based approach, is taken in this study. Following Cao and Deignan (2019), a logDice score of 4 or higher is taken as significant and combinations that meet this threshold will be considered collocations.…”

Section: Identifying Collocationsmentioning

confidence: 99%

“…Despite their importance, collocations have been found to be troublesome to language learners from a variety of different language backgrounds (e.g., German, Thai, Japanese, Taiwanese, Arabic, and Vietnamese) (Bahns & Eldaw, 1993;Cao & Badger, 2021;Huang, 2001;Koya, 2003;Mahmoud, 2005;Phoocharoensil, 2012) as well as those at different language levels (Laufer & Waldman, 2011;Nesselhauf, 2005). Collocations of verb-noun and adjective-noun patterns have been claimed to be the types encountered most often in English texts and the most problematic for learners attempting language production (Cao & Deignan, 2019).…”

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confidence: 99%

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The Treatment of Collocations in English Textbooks for Vietnamese Students

Cao

Pho

Dang

2022

TEFLIN

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The present study investigates collocational profiles that appear in the English textbook series for Vietnamese students from elementary to high school grades by identifying how the series covers collocations in terms of frequency and how the mode of collocation presentation aligns with recommendations in the existing literature. A total of 30,005 collocations of both verb-noun and adjective-noun patterns were identified, of which 1,078 are targeted collocations. The study found that the frequencies of occurrences of collocation tokens increase steadily alongside the three grade levels, while the frequencies of collocation types are not distributed proportionately. As for the mode of collocation presentation, targeted collocations and collocation exercises follow the best practices recommended in the literature to a certain extent and in some criteria; inconsistency, however, was found to be one of the shortcomings across those evaluation criteria. Pedagogical implications for teachers and textbook authors are discussed.

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Collocations of fictive motion verbs in adventure tourism

Jiménez-Navarro,

Durán-Muñoz

2024

RESLA

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This paper investigates the collocations produced by a set of fictive motion verbs found in a specialized corpus representing the language of adventure tourism. Since our ultimate aim is to contribute to the characterization of this specialized language, we defined two specific objectives: (1) to analyze the motion verbs and their meanings extracted from the Advencor corpus, and (2) to identify the collocates of these verbs as well as the semantic roles they express. After the application of our methodology, eight motion verbs produced 35 collocations satisfying all the established criteria. The results focus on different aspects: (1) the verbs convey distinct meanings, such as motion on a vertical axis or direction towards a destination; (2) the most recurrent combination is noun + verb, where the former describes the inanimate entity that seems to perform motion; (3) collocation production and collocation strength are not correlated; and (4) the collocates accompanying the verbs under analysis shed light on the argument structure of these verbs, for they represent one of the participants. In conclusion, this work provides relevant information about the phraseology of fictive motion verbs in the language of adventure tourism and proves the specialization of this domain.

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Using an Online Collocation Dictionary to Support Learners’ L2 Writing

Cited by 7 publications

References 17 publications

Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

Using Collocations to Enhance Academic Writing: A Survey Study at Van Lang University

The Treatment of Collocations in English Textbooks for Vietnamese Students

Collocations of fictive motion verbs in adventure tourism

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