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Journal articles on the topic 'Collocations'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Markundu, Kannigaa, and Ong Shyi Nian. "LEXICAL COLLOCATION PRODUCTIONS BY MYANMAR BURMESE REFUGEE LEARNERS IN MALAYSIA." Platform : A Journal of Management and Humanities 2, no. 1 (2019): 25. http://dx.doi.org/10.61762/pjmhvol2iss1art6114.

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Collocations are important in language learning. This article aims to investigate the types of lexical collocations (both non-deviant and deviant forms) produced by Form Three Myanmar Burmese refugee learners in their picturebased written task and describe the possible sources for the production of deviant lexical collocations. The analysis revealed that Myanmar Burmese participants recorded a total of 93 lexical collocations and 19 (20.4%) deviant lexical collocations were identified. The most frequent lexical collocation used in the written task is Lexical Collocation Type 2 (L2) (Adjective

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Cao, Dung Thi Phuong, Phuong Dzung Pho, and Dang Nguyen Anh Chi. "PROFILING COLLOCATION USE IN ENGLISH TEXTBOOKS FOR VIETNAMESE STUDENTS." Journal of English Education 6, no. 2 (2021): 82–91. http://dx.doi.org/10.31327/jee.v6i2.1579.

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The study investigates (1) collocational profiles of an English textbook series for students from elementary to high schools in Vietnam, (2) the relevance of collocations targeted to high frequency collocation lists suggested in the literature, and (3) the recycling of the targeted collocations. An English corpus of 312,770 word tokens was built from the textbook series from which 13,292 collocations of verb-noun and 11,079 collocations of adjective-noun patterns were identified. The study found that frequencies of occurrences of collocation tokens and types increase from one grade level to an

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3

Sipayung, Rohdearni Wati, and Erikson Saragih. "Contextualizing EFL Learners’ Proficiency in Using English Collocations." JEELS (Journal of English Education and Linguistics Studies) 10, no. 1 (2023): 1–25. http://dx.doi.org/10.30762/jeels.v10i1.700.

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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-

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Cao, Dung Thi Phuong, Phuong Dzung Pho, and Nguyen Anh Chi Dang. "THE TREATMENT OF COLLOCATIONS IN ENGLISH TEXTBOOKS FOR VIETNAMESE STUDENTS." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (2022): 220. http://dx.doi.org/10.15639/teflinjournal.v33i2/220-239.

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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

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Abdullayeva, Umida Rakhmatovna. "STRONG BOND BETWEEN ACADEMIC WRITING SKILL AND ENGLISH WELL-STRUCTURED COLLOCATIONS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 05 (2022): 52–55. http://dx.doi.org/10.37547/philological-crjps-03-05-12.

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The given article is dedicated to reveal how crucial is learning collocations, while getting new fixed expressions in boosting academic writing skills of ESL learners. A thousand research articles written in English in the field of collocation teaching and the role of them in writing. Types of collocations were analyzed and categorized. The categorized collocations were improved through collocations dictionaries to make a comprehensive list of collocations. The findings illustrated that ESL learners rely on collocations while writing academic texts. Additionally, learners’ cognitive abilities,

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Rizvić-Eminović, Edina, Mersad Dervić, and Anđela Radoš. "Collocational Competence of B2 Level EFL Students." Jezikoslovlje 26, no. 1 (2025): 77–94. https://doi.org/10.29162/jez.2025.4.

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Collocational competence, the ability to use grammatical and lexical collocations accurately, is a crucial aspect of language proficiency, closely linked to natural and fluent language use. Despite its importance, non-native speakers often struggle with collocations, particularly in productive tasks such as writing. This study examines the frequency, types, and errors of collocations among B2-level English language students at the University of Zenica, as defined by the Common European Framework of Reference (2001). A corpus of 150 student essays (76,319 words) was compiled. Collocations were

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Patekar, Jakob, and Nataša Košuta. "Croatian EFL learners’ collocational competence: Congruent and incongruent collocations." Training, Language and Culture 6, no. 3 (2022): 9–31. http://dx.doi.org/10.22363/2521-442x-2022-6-3-9-31.

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The paper describes Croatian EFL learners’ collocational competence with regard to congruent and incongruent collocations. Congruent collocations are those which express the same meaning in both languages with similar lexical components, whereby a direct translation from L1 into L2 produces an appropriate collocation. On the other hand, incongruent collocations use different lexical components in the two languages to express the same meaning and a direct translation from L1 into L2 most likely produces an error. Based on this difference between the two types of collocations, the hypothesis is

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Nawir, Muhammad Syahruddin, Nur Aliyah Nur, and Nurul Hidayah. "AN ANALYSIS OF ENGLISH LEXICAL COLLOCATION IN TRANSACTIONAL SPEAKING AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR." English Language Teaching for EFL Learners 4, no. 2 (2022): 100–105. http://dx.doi.org/10.24252/elties.v4i2.31126.

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This study focused on the use of lexical collocations in transactional speaking skills of final year students majoring in English. This study aimed to determine the students ability in using lexical collocation and identifiy its type in their transactional speaking. The study conducted in Alauddin State Islamic University of Makassar. The subject of this study were the final year students of English Education Department. These students can be categorized as the intermediate learners of English because they took speaking lectures one to three. It was importan

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Tran, Ngoc Quynh Phuong, and Thi Bao Trang Nguyen. "VIETNAMESE EFL STUDENTS’ USE OF LEXICAL COLLOCATIONS IN OPINION ESSAYS." TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 6, no. 2 (2022): 251–63. https://doi.org/10.63506/jilc.0602.98.

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This study investigated the use of lexical collocations and related collocational errors in opinion essays written by Vietnamese English as a foreign language (EFL) students. Each of the fifty second-year English majors at a Vietnamese university wrote an opinion essay as a class writing test in 60 minutes. The data was analyzed using AntConc (Anthony, 2021), a freeware corpus analysis tool. The results revealed that adjective-noun collocations were the most prevalent, whereas adverb-adjective and verb-adjective were the least common types. Omission of the morpheme -s in plural nouns and inapp

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Suleman, Nazia, Sadia Deep, Hussain Othman, et al. "Study On the Use of Collocations in Business Class Learners." Colombian Applied Linguistics Journal 22, no. 2 (2020): 183–93. http://dx.doi.org/10.14483/22487085.16023.

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Previous studies have reported lack of collocational competence and difficulties among English as a second language (ESL) learners. However, collocation is crucial in second language acquisition. This research examined the receptive and productive knowledge of collocations among the business students of COMSATS University Islamabad Vehari Campus who studied ESL. It also investigated the gap in the use of collocations at a receptive and productive level. The sample included 61 males and 39 females out of the total sample size of 100. Employing a quantitative approach, we gathered the data throu

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Wolter, Brent, and Junko Yamashita. "WORD FREQUENCY, COLLOCATIONAL FREQUENCY, L1 CONGRUENCY, AND PROFICIENCY IN L2 COLLOCATIONAL PROCESSING." Studies in Second Language Acquisition 40, no. 2 (2017): 395–416. http://dx.doi.org/10.1017/s0272263117000237.

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AbstractThis study investigated the effects of word frequency, collocational frequency, L1 congruency, and L2 proficiency, on L2 collocational processing. Two groups of L1 Japanese speakers of English (intermediate and advanced) and one group of English native speakers (NSs) performed an online acceptability judgment task on four types of adjective-noun constructions: (1) congruent collocations, (2) English-only collocations, (3) Japanese-only collocations, and (4) baseline items. Response times were analyzed using mixed-effects modeling and correlations. In contrast to NSs, nonnative speakers

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Obeidat, Adham Mousa, and Tengku Sepora Tengku Mahadi. "COLLOCATION TRANSLATION ERRORS FROM ARABIC INTO ENGLISH: A CASE STUDY OF NAGUIB MAHFOUZ’S NOVEL “AWLAD HARATINA”." International Journal of Humanities, Philosophy and Language 2, no. 7 (2019): 129–38. http://dx.doi.org/10.35631/ijhpl.270011.

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The purpose of this analysis is to understand the notion of translation errors while translating collocations from Arabic into English. The translation errors are found in the Arabic novel “Awlad Haratina” which is written by Naguib Mahfouz. The problem of translating collocations and the reasons behind those problems are studied based on Baker’s model of collocational errors which are the engrossing effect of source text (ST) patterning, misinterpreting the meaning of ST collocations, the tension between accuracy and naturalness, cultural-specific collocation and marked collocation in the sou

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Begagić, Mirna. "English language students’ productive and receptive knowledge of collocations." ExELL 2, no. 1 (2014): 46–67. http://dx.doi.org/10.1515/exell-2016-0003.

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Abstract The importance of collocations in second language learning has been recognized in the past few decades. There have been numerous studies in L2 acquisition research that investigated how the knowledge and use of collocations at different levels of proficiency affect learners’ communicative competence and language performance. Moreover, it seems important to mention that most of the studies investigating the collocational knowledge of students learning English as their L2, indicated students’ poor performance (Fayez-Hussein 1990; Aghbar 1990; Bahns and Eldaw 1993; Stubbs 2002; Wray 2002

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Tran, Thanh Tam. "An Analysis of Lexical Collocation Errors in Academic Ielts Writing Task 2 by Vietnamese Students in an English Center." International Journal of Language Studies (ISSN : 3078 - 2244) 2, no. 2 (2025): 31–54. https://doi.org/10.60087/ijls.v2.n2.004.

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This study investigates the use of lexical collocations in IELTS Writing Task 2 by Vietnamese high school students, combining both corpus-based analysis and learner perceptions to gain a comprehensive understanding of common collocational issues. Adopting a mixed-methods approach, the research analyzed 50 student essays, yielding over 1,200 collocations, with a focus on identifying frequently occurring lexical collocation errors and categorizing them into distinct subtypes based on [1]. In parallel, semi-structured interviews with seven students were conducted to explore their awareness of col

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Zareva, Alla. "At the Intersection of L1 Congruence and L2 Exposure: Collocational Knowledge of Advanced Arab Users of English." International Journal of Arabic-English Studies 15, no. 1 (2014): 77–102. http://dx.doi.org/10.33806/ijaes2000.15.1.6.

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The study is quantitative research, examining the effects of learning environment and native language (L1) on the collocational knowledge of advanced Arab users of English as a second language (ESL) (n=34) and foreign language (EFL) (n=33). The participants were university students who completed two collocation tests, containing verb-noun and noun-adjective congruent (collocations with L1-L2 translation equivalents) and incongruent (L2-specific) collocations. The results showed that the two groups markedly differed in their collocational knowledge (both productively and receptively), with the

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De Angelis, Aline. "Kennis van Collocaties Bij NT2-Verwervers." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 109–19. http://dx.doi.org/10.1075/ttwia.53.10ang.

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The research which is reported in this paper concerns the knowledge of certain 'collocations' of adult learners of Dutch as a second language. The term collocation refers to a sequence of lexical items which habitually co-occur and which have a kind of semantic cohesion (Cruse, 1986). In my research I look at one specific collocation, that is the one between an article, an adjective and a substantive. Moreover, the adjective must have a context-specific meaning. This type of collocation is called a strong collocation. An example is a heavy drinker. I believe that the knowledge of strong colloc

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Abdelsattar Metwally, Amal, and Mona M. Hamadp. "The Impact of Collocational Competence on Translation Quality: Literature Review." Arab World English Journal For Translation and Literary Studies 7, no. 1 (2023): 175–86. http://dx.doi.org/10.24093/awejtls/vol7no1.13.

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This study reviews the literature on the significance of collocational competence on the quality of translation, being a meaningful lexical relationship between words. Though the value of recognizing collocations in translation is well acknowledged, several earlier studies have underlined students’ lack of collocational competence and the difficulties they encounter when dealing with collocations in the translation process. The current study evaluates previous research in this field and examines the influence of lexical and grammatical collocation knowledge in translation from English into Ara

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Sun, Hanzhong. "Is L2 Exposure Always a Strong Modulator of L1 Influence? Evidence from Chinese EFL Learners Acquiring English Collocations." International Journal of English Linguistics 10, no. 5 (2020): 23. http://dx.doi.org/10.5539/ijel.v10n5p23.

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Despite the voluminous body of research investigating the role of L1 influence in acquiring L2 collocations, research that examines the extent to which L2 exposure modulates L1 influence is relatively scant. The present study, therefore, aims to address this under-studied issue. To this end, two types of collocations comprising congruent collocations (i.e., collocations which have literal translation equivalents in learners&rsquo; L1) and non-congruent collocations (i.e., collocations that do not have L1 literal translation) were used as materials to elicit the potential role of L1 in acqu

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Zhao, Yuan. "Common Problems in Acquiring English Collocations: A Study of Chinese English Learners." International Journal of Education and Humanities 13, no. 1 (2024): 138–41. http://dx.doi.org/10.54097/9ygzx527.

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English collocation is a crucial aspect of English language acquisition, as precise and appropriate English collocational usage enhances linguistic expression, rendering it more natural and authentic, thereby improving communicative effectiveness. However, Chinese English learners often encounter a series of challenges in acquiring English collocations due to differences in language background and culture. This article aims to explore common problems faced by Chinese learners in acquiring English collocations. English collocation represents a significant and intricate facet of English language

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HATTAB, Huda Abed Ali. "STYLISTIC INVESTIGATION OF CULTURE REFLECTION IN ENGLISH AND ARABIC COLLOCATIONS." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (2021): 415–21. http://dx.doi.org/10.47832/2717-8293.6-3.37.

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This study investigates how the cultural aspects like beliefs and the settings are reflected in English and Arabic collocations. This study is a descriptive study that depends on showing the issues that may be reflected in English and Arabic collocations. Two hypotheses are there in this study. The first hypothesis is that collocation is a tool that can reflect the beliefs and culture and even the country of its users. The second hypothesis is that religion is reflected in Arabic collocations more than English ones. This study aims at showing how the culture is reflected in both English and Ar

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Talakoob, Fahimeh, and Mansour Koosha. "Productive and Receptive Collocational Knowledge of Iranian EFL Learners at Different Proficiency Levels." International Journal of Applied Linguistics and English Literature 6, no. 7 (2017): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.11.

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In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference betwe

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Hashemian, Mahmood. "Effect of Persian and English colour collocations on L2 learners' proficiency." Journal of Applied Studies in Language 3, no. 1 (2019): 10. http://dx.doi.org/10.31940/jasl.v3i1.1341.

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Collocations play an important role in L2 teaching and learning. The present study investigated the effect of color collocations in L2 learning. This study was done in 2 phases: In the first phase, the frequency of color collocations was calculated in English and Persian. Two lists of English and Persian color collocations were chosen. Each list included 100 color collocations. The English collocations were chosen from English collocation dictionaries, but the Persian color collocations were chosen by the Persian native speakers. Chi-square results indicated that there were some differences be

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Badr, Hassan. "Revisiting Collocation: An Investigation Into Phraseological Units Muddle." Advances in Language and Literary Studies 13, no. 1 (2022): 82. http://dx.doi.org/10.7575/aiac.alls.v.13n.1.p.82.

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Research on collocations still generates plenty of interest among contemporary researchers of linguistics and translation research. The interest stems from the fact that there is a degree of inconsistency in terms of identifying and defining collocations in the literature. Conflicting views put forward by linguists made it difficult to draw a coherent interpretation of collocations. This suggests that collocational units are a fragmented area of research with blurred lines between frequently fixed co-occurrence sequences or a combination of words and free word combination. The collocation deba

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Alfahad, Maha F. "Effects of Captioned Film Clips on Incidental Learning of Lexical Collocations and Cognitive and Metacognitive Strategy Use Among Saudi EFL Learners." Theory and Practice in Language Studies 15, no. 5 (2025): 1615–25. https://doi.org/10.17507/tpls.1505.26.

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Exposure to collocations in real-life film dialogues could enhance language acquisition and engagement among learners of English as a foreign language (EFL). This study investigates the effectiveness of captioned film clips in Saudi female EFL students’ incidental learning of three categories of lexical collocations. It also examines cognitive and metacognitive strategy use by successful learners of lexical collocations. Furthermore, it explores students’ perceptions of using films as a learning tool for English vocabulary. The sample comprised 88 Saudi female EFL university students. The part

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Dale, Inga. "On collocations in ELF textbooks for B2 learners." Radomskie Studia Filologiczne. Radom Philological Studies 1, no. 10 (2021): 71–87. http://dx.doi.org/10.24136/rsf.2021.005.

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The aim of this study is to determine whether the vocabulary sections in the four chosen modern EFL upper - intermediate coursebooks reflect the achievements of contemporary findings on the role of collocations in SLA. The study seeks to establish if these textbooks include middle - strength collocations, which pose the most difficulty for L2 learners, and to determine which of the four textbooks contain most of them. The paper provides an overview of the definitions of a collocation including its distinguishable criteria. It further elaborates on the reasons why a lack of collocational awaren

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Pellicer-Sánchez, Ana. "Learning L2 collocations incidentally from reading." Language Teaching Research 21, no. 3 (2015): 381–402. http://dx.doi.org/10.1177/1362168815618428.

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Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental acquisition of collocational knowledge when learners encounter adjective–pseudoword collocations while reading. Forty-one L2 learners read a story containing six target collocations in a classroom setting. One week after the reading they were interviewe

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Nguyen, Thi My Hang, and Stuart Webb. "Examining second language receptive knowledge of collocation and factors that affect learning." Language Teaching Research 21, no. 3 (2016): 298–320. http://dx.doi.org/10.1177/1362168816639619.

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This study investigated Vietnamese EFL learners’ knowledge of verb–noun and adjective–noun collocations at the first three 1,000 word frequency levels, and the extent to which five factors (node word frequency, collocation frequency, mutual information score, congruency, and part of speech) predicted receptive knowledge of collocation. Knowledge of single-word items at the same word frequency levels was also examined. The results indicated that the participants were not close to a level of mastery of collocational knowledge at any word frequency level; knew less than 50% of each type of colloc

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Ahmed, Rezheen, and Fakhir Mohammed. "LEXICAL COLLOCATIONAL ERRORS MADE BY EFL HIGH SCHOOL STUDENTS." Humanities Journal of University of Zakho 12, no. 4 (2024): 888–94. https://doi.org/10.26436/hjuoz.2024.12.4.1384.

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This research paper addresses various lexical collocational errors made by EFL private school students, aiming to investigate their writings (essays and paragraphs) through detailed analysis. The primary objectives of this study are to identify various lexical collocation errors in the written compositions of students at the school level and to provide the correct forms of these lexical collocations to enhance their writing accuracy. The study utilizes both qualitative and quantitative methods, focusing on a sample of 50 randomly selected students (males and females), who participated voluntar

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Kosem, Iztok, Simon Krek, and Polona Gantar. "Defining collocation for Slovenian lexical resources." Slovenščina 2.0: empirical, applied and interdisciplinary research 8, no. 2 (2020): 1–27. http://dx.doi.org/10.4312/slo2.0.2020.2.1-27.

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In this paper, we define the notion of collocation for the purpose of its use in machine-readable language resources, which will be used in the creation of electronic dictionaries and language applications for Slovene. Based on theoretical and lexicographically-driven studies we define collocation as a lexical phenomenon, defined by three key aspects: statistical, syntactic, and semantic. We take lexicographic relevance as a point of departure for defining collocations within the typology of word combinations, as well as for distinguishing them from free combinations. Free combinations are (fr

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Dewiyanti, Sri, Sri Nur Yuliyawati, Saudin Saudin, and Lina Meilinda. "The mapping of Indonesian collocations: A contrastive analysis with English collocations." Indonesian Journal of Applied Linguistics 14, no. 2 (2024): 349–60. https://doi.org/10.17509/ijal.v14i2.74908.

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Recent years have witnessed a growing interest in research on English collocations, yet studies focusing on Indonesian collocations remain underexplored. Collocations are crucial for language acquisition as proficiency in collocations is indicative of language competence. This study, therefore, intends to reveal and map the patterns of Indonesian lexical and grammatical collocations through a contrastive analysis with English collocation patterns. The research was primarily qualitative,utilizing the phraseological approach supported by a corpus for collocation identification. The word classes

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Hasan, Atyaf, and Fatima Abdul Ghany Idrees. "A Socio-Pragmatic Analysis of Social Media Comments on Online Learning at the Time of COVID 19." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (2020): 638–50. http://dx.doi.org/10.34050/elsjish.v3i4.11525.

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This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials,

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Labira, Darmawan, Yohanes San Salvador L. Gili, and Felisitas Siano. "EFL Learners of Pre-Service Teacher Programs’ Knowledge of Collocation and Their Perceptions on Collocation." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 4 (2020): 615–28. http://dx.doi.org/10.34050/elsjish.v3i4.11951.

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This paper was aimed to find out: (1) EFL learners of pre-service teaching program’s knowledge of collocation, and (2) EFL learners of pre-service teaching program’s perception about their knowledge of collocation and on collocation teaching in EFL setting. The data was collected from EFL learners of pre-service teaching programs of IKIP Muhammadiyah Maumere in Maumere East Nusa tenggara, Indonesia. To collect the data, a multiple choice of collocation test that consisted of thirty items was administered and 9 item of questionnaires about their perception toward collocation teaching materials,

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Du, Tran Thanh, Au Minh Triet, and Nguyen Le Ngoc Thy. "An investigation into the use of collocations in essay writing among English-majored students: A case study at the selected high schools in Binh Duong province." International Journal of Innovative Research and Scientific Studies 8, no. 3 (2025): 3066–78. https://doi.org/10.53894/ijirss.v8i3.7167.

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Collocations, as fixed expressions of word combinations, play a crucial role in enhancing the fluency and accuracy of language production, particularly in essay writing. However, most students, especially high school students, face significant challenges when applying collocations in their essay writing. The current study investigates the use of collocations in essay writing among high school students in Binh Duong Province. Employing a mixed-methods approach, the study combines quantitative analysis of written texts with qualitative data from interview surveys. The quantitative component invo

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Muthalib, Kismullah Abdul, Siti Rahmah, and Zulfadli A. Aziz. "Acehnese lexical and grammatical collocations of the North Aceh dialect." Studies in English Language and Education 9, no. 2 (2022): 832–50. http://dx.doi.org/10.24815/siele.v9i2.22680.

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This research dealt with collocations used in the North Aceh dialect. It analyzed the part of speech categories into which collocations of the North Aceh dialect can be grouped. This research focused on the grammatical collocations and lexical collocations used in the Blang Mee village of Bireuen District, Aceh, Indonesia. This is a descriptive qualitative using case study looking into the villagers’ use of Acehnese collocations. Six Acehnese speakers were selected as the language informants. They were fifty years old or above and never traveled or lived outside of Blang Mee. Data were extract

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Cigan, Vesna. "Collocations and Term Variation in Mechanical Engineering Discourse." Fluminensia 30, no. 2 (2018): 99–120. http://dx.doi.org/10.31820/f.30.2.3.

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Terminological collocations1 are one of the most typical and very frequent units of representation of concepts in many disciplines. Although traditionally considered to be unwelcome in terminology, synonymy is amply present in specialized languages. Consequently, the same phenomenon is reflected in terminological collocations. This paper aims to investigate synonymous collocations extracted from mechanical engineering texts in terms of the most frequent and relevant types of denominative variation in the selected English collocations as well as of their equivalents in German and Croatian. The

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Ariffin, Adlina, and Bilan Mohamad Abdi. "The relationship between collocation competence and writing skills of EFL learners." AJELP: The Asian Journal of English Language and Pedagogy 8, no. 1 (2020): 41–52. http://dx.doi.org/10.37134/ajelp.vol8.1.5.2020.

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This paper aims to highlight the importance of collocations in learning English as a foreign language. Learning collocations is deemed crucial for it enables EFL learners to position words in suitable context and use them appropriately. A word may not be correctly utilised or understood unless one is familiar with the immediate context in which the word is used. Furthermore, collocations are regarded as an important factor in communicative competence and in determining learners’ level of proficiency (James, 1998; Nation, 2001). The current study aimed to explore the effects of students’ knowle

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Yu, Mengchu, Saisai Xu, Lianrui Yang, and Shifa Chen. "The Influence of Input Frequency and L2 Proficiency on the Representation of Collocations for Chinese EFL Learners." Behavioral Sciences 15, no. 1 (2025): 46. https://doi.org/10.3390/bs15010046.

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Collocations typically refer to habitual word combinations, which not only occur in texts but also constitute an essential component of the mental lexicon. This study focuses on the mental lexicon of Chinese learners of English as a foreign language (EFL), investigating the representation of collocations and the influence of input frequency and L2 proficiency by employing a phrasal decision task. The findings reveal the following: (1) Collocations elicited faster response times and higher accuracy rates than non-collocations. (2) Higher input frequency improved the accuracy of judgments. High-

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Noh, Sunju. "A Study on Collocation Exploration Methods for L2(Korean Sign Language) Education for L1(Korean) Speakers Based on a Parallel Corpus." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 7 (2025): 667–93. https://doi.org/10.22251/jlcci.2025.25.7.667.

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Objectives This study explores a method for identifying collocations in Korean Sign Language (KSL) using a Korean-KSL parallel corpus and examines its applicability to L1 (Korean) speakers learning KSL as an L2. Methods The Korean-KSL parallel corpus was preprocessed using Python, and high-frequency word pairs were extracted based on N-grams using #LancsBox. To systematically outline the collocation exploration process, the study focused on the most frequent preceding word, {돕다} (to help), and applied Log Dice and Delta P metrics to assess collocational strength, leading to the selection of co

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Mandić, Kaja, and Izabela Dankić. "Collocations of high frequency words in nursing research articles and The Academic Collocation List: Similarities and differences." ExELL 8, no. 1 (2020): 1–13. http://dx.doi.org/10.2478/exell-2020-0011.

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Abstract The main objective of this corpus-based study is to research the most frequent two-word collocations in the corpus of nursing scientific articles and compare this newly assembled list of nursing collocations with the Academic Collocation List (ACL). The nursing scientific articles corpus (NSAC) used in this study comprises 1,119,441 words from 262 articles of 10 high-quality journals from the Medical Library Association list which nursing students can freely access. The focus is on noun-noun and noun-adjective collocations. The selected articles were converted into txt files using the

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Chen, Wang. "Profiling Collocations in EFL Writing of Chinese Tertiary Learners." RELC Journal 50, no. 1 (2017): 53–70. http://dx.doi.org/10.1177/0033688217716507.

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The present study explores the under-researched area of collocation use with learners from different proficiency levels. The study investigates different types of collocations and the learners’ elaboration of their collocation use. A total of 194 students from three different years of study in a Chinese university wrote compositions on the same topic, and 42 of them were invited to post-writing interviews on collocation use. The compositions were used to retrieve collocations, and the interviews to explore each learner’s reflections on collocation use. The results showed that learners fail to

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Veronika, Chyntia. "THE STRUCTURE OF COLLOCATION AND ITS TRANSLATION STRUCTURES IN SUBTITLES OF KURZGESAGT YOUTUBE CHANNEL." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 4, no. 01 (2020): 1–10. http://dx.doi.org/10.33479/klausa.v4i01.337.

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This research aims to identify the types of English collocation and to investigate the structure of collocations in the Indonesian translation from English in Kurzgesagt YouTube Channel. This study used a descriptive qualitative method. The research used the theory of English collocation by McCarty and O’Dell (2008) and Indonesian collocation by Imran et al (2009) to identify English collocation types and investigate the structures of collocation in Indonesian. The research found that Adjective + Noun collocation types are mostly used to 133 of 232 and Verb + Noun to 45 or 19.40%. Focusing on

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Dastmard, Khadijeh, Habib Gowhary, and Akbar Azizifar. "Investigating Patterns of Reciprocal English-Persian Translation of Collocations by Iranian EFL Learners." Theory and Practice in Language Studies 6, no. 11 (2016): 21402150. http://dx.doi.org/10.17507/tpls.0611.11.

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This study investigated patterns of reciprocal English-Persian translation of collocations by Iranian EFL learners. The participants of the study were 20 intermediate and advanced level students at different private language schools in Tehran city. The instruments used in the study was a researcher-made questionnaires used for translating collocations and involved 60 items including ten collocation types. The questionnaire was translated into Persian. Then, the English and Persian versions were given to the participants to complete. The collected data was analyzed using the SPSS software. The

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Sakhidad, Sangeen. "English Collocations with Afghanistanian Persian Dialect Equivalents: A Comparative Study." Education Quarterly Reviews 2, no. 4 (2019): 694–703. https://doi.org/10.31014/aior.1993.02.04.99.

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This study investigates the English collocations with Afghanistan Persian dialect equivalents words in the Afghanistanian context. This study aims to bring out the variations between English and Afghanistanian Persian dialect to analyze weather the collocational differences in English and Afghanistanian Persian dialect may create any problem of inaccurate production for the L1 learners of English as ESL or not. Both qualitative and quantitative methods are adopted in this study, mainly to concentrate on the function of diverse kinds of collocations in the verbal speech of 25 postgraduate Afgha

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Lei, Lei, and Dilin Liu. "The academic English collocation list." International Journal of Corpus Linguistics 23, no. 2 (2018): 216–43. http://dx.doi.org/10.1075/ijcl.16135.lei.

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Abstract The use of collocations plays an important role for the proficiency of ESL/EFL learners. Hence, educators and researchers have long tried to identify collocations typical of either academic or general English and the challenges involved in learning them. This paper proposes a comprehensive and type-balanced academic English collocation list (AECL). AECL is based on a large corpus of academic English and was created to cover the types of collocations that will be most useful to ESL/EFL learners. AECL is the result of an innovative research-based procedure that involves a five-step sele

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Sarah Nazar Kadhem and Fatima Shawqi Ismail. "Difficulties Faced by Second Language Learners in Using Collocation." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 6 (2024): 31–40. http://dx.doi.org/10.61132/morfologi.v2i6.1018.

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This paper reviews the challenges encountered by second language learners in the acquisition and utilization of collocations, which are crucial aspects of proficient language use. Collocations refer to the habitual pairing or grouping of words that occur together frequently in natural language. The research synthesizes findings from various studies conducted in the field, highlighting common difficulties experienced by learners across different proficiency levels and linguistic backgrounds. Key factors contributing to these challenges include differences in first language structures, inadequat

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Li, Shouji. "美国留学生词语搭配的偏误分析及其对词语教学的启示". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, № 1 (2016): 62–78. http://dx.doi.org/10.1075/csl.51.1.03li.

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Using both quantitative and qualitative approaches, this study investigates the collocational errors in compositions written for the HSK (The Chinese language proficiency test) by American learners of Chinese. The results show that the vast majority of collocational errors are “verb + noun” collocations, and most of these errors are caused by the use of incorrect verbs. The main factors that caused these errors are also analyzed. The analysis shows that the misuse of synonyms, as well as orthographically and phonologically similar words, is the leading cause of the errors. The negative transfe

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Izwaini, Sattar. "The translation of Arabic lexical collocations." Translation and Interpreting Studies 11, no. 2 (2016): 306–28. http://dx.doi.org/10.1075/tis.11.2.09izw.

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Collocation is the tendency of lexical items to habitually co-occur in their immediate environment and is a result of arbitrary attraction between words which tend to associate with each other. Lexical collocation is the association of content words. This article investigates the translation of Arabic lexical collocations into English and discusses the methods and challenges of dealing with Arabic collocations cross-linguistically. First, collocation types, patterns, structures and restrictions are outlined. Other issues such as semantic and syntactic features as well as register are touched u

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Herianto, Nadia Ananda. "The Collocations of the English Words Heart and Mind: Similarities and Differences." Indonesian Journal of English Language Studies (IJELS) 2, no. 2 (2016): 128–38. http://dx.doi.org/10.24071/ijels.v2i2.553.

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Understanding collocations is essential to interpret meanings. This study aims to analyze the similarities and differences between the collocations of the English words heart and mind. About 99 data were taken from Corpus of Contemporary American English. The collocations were categorized based on the grammatical patterns. Then, the lexical meaning of each collocation was analyzed based on the context. The collocation patterns of the words heart and mind are almost similar. Seven categories of the collocations of the word heart include heart + noun (23.24%), heart + verb (20.20%), preposition

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Nagy, Tünde. "On the Importance of Raising Collocational Awareness in Translation Practices." Acta Universitatis Sapientiae, Philologica 14, no. 2 (2022): 31–49. http://dx.doi.org/10.2478/ausp-2022-0014.

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Abstract The knowledge of medium-strength and field-specific collocations is a prerequisite for sounding native-like and as such an essential skill to have for future translators. While students are usually familiar with the use of idioms and fixed expressions, they may struggle with recognizing and also producing collocations, especially the ones they do not encounter with enough frequency. They may tend to overuse certain common word combinations and often create constructions through false analogy that result in unnatural sounding language. In order to acquire collocations, students need to

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Mohammadi Foomani, Elham, and Karim Khalaji. "Corpus-Based Versus Traditional Collocation Learning: The Case of Iranian EFL Learners." Journal of Social Science Studies 3, no. 2 (2016): 103. http://dx.doi.org/10.5296/jsss.v3i2.8922.

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<p>A vital aspect of word knowledge is knowledge of collocations. Regarding its central role in accurate and fluent use of words, it is essential to consider collocation learning as integral to the study of vocabulary. While different methods are proposed for teaching collocations, the efficiency of these methods is yet subject to question. This study sought to investigate the effectiveness of corpus-based learning of verb-noun collocations as opposed to the traditional methods. To this aim Collin Collocation Dictionary was used as a concordancing tool for learning collocations. Forty fi

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