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Collocation
M99C0101 Joyce
M99C0214 Wendy
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Definition
Why to learn collocation?
Types of collocation
How to teach?
Concordance
Definition
• Lewis(2002) - Certain words co-occur in natural text with
greater than random frequency
• Oxford Collocations Dictionary - Collocation is the way words
combine in a language to produce natural-sounding speech
and writing
Why to learn collocation?
• It is an important part of learning the vocabulary of a
language.
• Easy to remember and use language in chunks or blocks
• To use or speak language more natural
• To understand various ways to express ourselves
Types of collocation
grammatical collocation
• G1 – n. + prep.
• G2 – n. + to + infinitive
• G3 – n. + that clause
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G4 – prep. + n.
G5 – adj./ participle + prep.
G6 – adj. + to + infinitive
G7 – adj. + that clause
• G8 – 19 English v. patterns
Examples
− blockade against
− a pleasure to do it
− He took an oath that he
would do hiss duty.
− by accident
− They were angry at him.
− It was necessary to work.
− She was afraid that she
would fail the exam.
Types of collocation
lexical collocation
• L1 – v.+ n./pron.
v. + prep. phrase
• L2 – v. + n.
• L3 – adj. + n.
• L4 – n. + v.
• L5 – n.1 of n.2
• L6 – adv. + adj.
• L7 – v. + adv.
Examples
− reach a verdict
−
−
−
−
−
−
repeal a law
weak tea
bees buzz
a herd of buffalo
strictly accurate
argue heatedly
G1 – n. + prep.
• What is the reason of Hong Kong's air pollution?
• What is the reason for Hong Kong's air pollution?
• This figure could reflect their dissatisfaction of the lack of
training.
• This figure could reflect their dissatisfaction with the lack of
training.
• What are the main differences of US English and the English
spoken in the UK?
• What are the main differences between US English and the
English spoken in the UK?
G5 – adj./ participle + prep.
about
at
for
from
• They are excited about their trip to Rome next
June.
• That house is different from the one I was
looking for.
• I must admit I was shocked
at her behavior at
the party.
• Cezanne is famous for his landscapes.
How to teach?
• Make students be aware of collocations.
– The effects of collocation instruction on English vocabulary
development of senior high students in Taiwan(林玉萍)
• Remind students
• Teaching individual collocations.
– The effect of lexical collocation instruction on Taiwanese
college EFL learners’ listening comprehension(徐麗珍)
• instruction on single item vocabularies, instruction on lexical
instruction, no instruction
How to teach?
• Storing and Creating collocation corpus.
• Practice of collocation cloze.
Concordance
• The Corpus of Contemporary American
English (COCA)
– http://corpus.byu.edu/coca/
• Web Concordancer
– http://vlc.polyu.edu.hk/concordance/wwwconcap
pe.htm
• A Study of The Effects of
Collocation Instruction on
Taiwanese EFL Senior High
Students’ Learning of
Grammatical Collocations
• Using Corpora to Teach
Collocations
A Study of The Effects of Collocation Instruction
on Taiwanese EFL Senior High Students’ Learning
of Grammatical Collocations
Jiaming Huang
Introduction
Motivation
• In Taiwan, numerous studies focused on the
instruction of lexical collocation, however,
some studies pointed out that grammatical
errors outnumbered lexical errors.
• Some learners (the author’s students) have
problems deciding and distinguishing the
proper use of preposition.
Research Questions
• Can explicit collocation instruction help senior high
school students upgrade their competence in
grammatical collocation?
• Which proficiency level of senior high school
students (high, middle, or low) benefit most from
explicit collocation instruction in the learning of
grammatical collocation?
• What types of grammatical collocation are the most
difficult for EFL high school learners?
Methodology
Participants
Participant
s
Age
Gender
Language
Background
Education
Experimental
Group
(Class101)
35
16 years old
First graders
in the senior
high school
Male
Similar language
proficiency
Six years of
basic
education
Control
Group
(Class109)
34
16 years old
First graders
in the senior
high school
Female
Similar language
proficiency
Six years of
basic
education
Instruments
Instruments
Objective
Two questionnaires
1.
2.
The background of vocabulary
learning.
The explicit collocation instruction
and which grammatical
collocations seemed difficult.
A multiple-choice task
(The first collocation test)
Test the students’ familiarity with the
collocations and see if their familiarity
with the collocations had positive
relationship with their overall language
proficiency.
A fill-in-the-blank task
(The second collocation test)
The students in the experiment group
can have practice effect and more
awareness of the specific prepositions.
Experimental Procedure
The First Questionnaire
The First Collocation test (Fifty Minutes of one period of class)
Dividing of two groups of identical numbers of each level
Control group
Experimental group
Received 15-minute the
explicit collocation
instruction
Received the regular
vocabulary instruction
13 weeks (about 3 months)
Six hours/ per week
The Second Collocation test (Fifty Minutes of one period of class)
(Next day of the second collocation text)
Experimental group taking the second questionnaire
Data Collection
Collocation Instruction Design
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•
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Instruction of Collocations
Introduction of Five Collocation Dictionaries
The Introduction of Uses of Prepositions
Examples and Practices of Four Grammatical
Collocations
• Reviews of Four Grammatical Collocations
Results and Discussion
Answers to the three research questions are
investigated of four sections:
• Discusses the participants’ attitudes towards vocabulary
learning and their concept of the term “collocation.”
• Collocation competence concerning grammatical
collocations of the participants is tested and discussed.
• The effects of collocation instruction on EFL students’
learning of grammatical collocations and the most
difficult grammatical collocations will be discussed.
• Deals with the learners’ attitudes towards the
collocation instruction and their perception about the
grammatical collocations tested in this study.
The Results and Discussion of the First Questionnaire
The Results and Discussion of the First Collocation Test
The Results and Discussion of the Second Collocation Test
The Results and Discussion of the Second Questionnaire Test
• The first research question – The performance
of the experimental group was better than
that of the control group, and a significant
difference could be found between the
performances.
• The second research question – collocation
instruction is effective to learners at different
proficiency levels.
• The third research question – in the first
collocation test, they have found the
particular reasons for the difficult collocation.
Conclusion
Five sections
．Major Findings
．Comparison with Previous Studies
．Pedagogical Implications
．Limitations of the Study
．Suggestions for Further Research
Major Findings
• The results of the first questionnaire show that almost
all participants are in general ignorant of the concept
of collocation.
• The results in the first collocation test provide more
information about the participants’ collocation
competence concerning grammatical collocation.
• The results of the second collocation test further
examine the effect of the explicit collocation test.
• The results in the second questionnaire provide the
participants’ perception about the grammatical
collocations and about the collocation instruction.
Comparison with Previous Studies
• Chen’s(2002) – related
• Tang(2004) – no significant difference
• Lin’s(2002), Tseng’s(2002), Chan’s(2004) and
Hsieh’s(2007)- effective for EFL learners’ learning of
lexical collocations.
• Mahmoud(2005) – the grammatical miscollocations
are caused by incorrect prepositional selecting.
• Chen(2002) – result from L1 interference
because “the preposition doesn’t exist when
expressing the same meaning in Chinese.”
• Chiang(1981) - the English preposition relate
closely to collocations or idioms instead of
grammatical rules.
Pedagogical Implications
• Pay more attention to the multi-word items.
• Due to the EFL learner’s heavy reliance of the
L1.
• Headwords should be highlighted in teaching
and learning English vocabulary.
• Provide the students with examples of the
collocation restrictions in grammatical
collocations.
• Make full use of collocation dictionaries.
Limitations of the Study
• The participants were not randomly selected from all
the senior high schools and the number of the
participants was not large enough
• The effects of the explicit collocation instruction
might not be applicable to female students.
• The time of explicit collocation instruction might not
be long enough, and the second test administered
immediately after the explicit collocation instruction.
• The sentence items in the collocation tests do not
provide enough contexts.
Suggestions for Further Research
• More participants should be included in collocation
instruction to clearly see its effects.
• The present study investigated EFL learners’
collocation competence of four difficult prepositionbased grammatical collocations.
• Conducted to build and sustain students’ collocation
competence.
• The relationship between EFL learners’ overall
language proficiency and other grammatical
collocation is worthy of further research.
Using Corpora to Teach
Collocations
Nina Daskalovska
Introduction
Research Question
• How effective are corpus-based activities in
teaching collocations compared to traditional
activities?
Procedure
Experimental
Group
Search the BNC
Generated
concordance lines
Control
Group
Did four traditional
exercises
Spent an equal
amount of time
Took a test
Discussion
Conclusion
• Corpora and concordance programmers are a
powerful tool in the hands of EFL students.
• An area that deserves more attention, and
more studies are needed in.
Q&A
Activity
Reference
• Using Corpora to Teach Collocations-Nina Daskalovska
• Jiaming, Huang. (2009). A Study of The Effects of Collocation
Instruction on Taiwanese EFL Senior High Students’ Learning
of Grammatical Collocations (Master Thesis). Retrieved from
http://etds.lib.ntnu.edu.tw/cgibin/gs/ntnugsweb.cgi?o=dntnucdr
• 廖柏森(民98年10月)。英語搭配詞的教與學，敦煌英語教
學電子雜誌，2009。取自
http://www.cavesbooks.com.tw/e_magazine/e_magazine_art
icle.aspx?sn=303&language1=0
Work List
• Introduction of the topic and activity
– Joyce
• Introduction of the literature review
– Wendy
• Data collection
– Joyce & Wendy