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Journal articles on the topic 'Verb-noun collocations'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Min, Gu, Hajar Abdul Rahim, and Ang Leng Hong. "Language Transfer in Chinese EFL Learners’ Receptive Vocabulary Knowledge of Delexical and Lexical Verb+Noun Collocations." Journal of Curriculum and Teaching 12, no. 4 (2023): 47. http://dx.doi.org/10.5430/jct.v12n4p47.

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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 atten

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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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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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Anwar, Linzia, Hamida A. Jasin, and Susana R. Bahara. "COLLOCATIONS ON BBC ONLINE NEWSPAPER." Jurnal Bilingual 14, no. 2 (2024): 58–70. https://doi.org/10.33387/j.bilingual.v14i2.9295.

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The aim of this research is to identify the types of lexical collocations and the most dominant types of lexical collocations in the BBC online newspaper. The online newspaper serves as the object of this research, and the subjects of the research are news articles from the BBC online newspaper. The method used in this research is a qualitative method with a content analysis approach. Content analysis is used to obtain and analyze data. Data is analyzed using the theory of Benson, M., Benson, E., Ilson (1986). There are seven types of lexical collocations according to Benson and Ilson, namely:

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Chaiyaphat, Witsanu, and Jarurat Thammawong. "Error Analysis of Collocation Translation from Thai into English of English Major Students." Journal of English Language and Linguistics 5, no. 2 (2024): 196–207. http://dx.doi.org/10.62819/jel.2024.508.

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This study was conducted to investigate the use of English collocations by second-year EFL learners at Udon Thani Rajabhat University when translating from Thai into English. The participants were 36 EFL learners who enrolled in the Translation II course in the academic year 2023. The learners were tasked with translating a Thai news article into English within a three-hour timeframe. The researchers analyzed the learners' translations to examine the use of collocations when translating from the learners’ first language into the target language. The study employed Benson et al.'s (2009) framew

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Kamarudin, Rafidah, Shazila Abdullah, and Roslina Abdul Aziz. "Examining ESL Learners’ Knowledge of Collocations." International Journal of Applied Linguistics and English Literature 9, no. 1 (2020): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.1p.1.

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It is generally agreed that collocational knowledge is an important language form for language learners in order for them to be proficient and fluent in the target language. However, previous studies have reported that second language (L2) learners lack collocational competence and they encounter difficulties in learning and using collocations. The present study not only investigates the overall collocational knowledge of Malaysian ESL learners, but more specifically, their productive and receptive knowledge of lexical and grammatical, which so far have not been further explored. Additionally,

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Adila, Fa'atin Firdaus, and Setiawan Dedy. "An Analysis of Collocations Used In British News Youtube Channels." International Journal of Social Science and Human Research 07, no. 07 (2024): 5752–59. https://doi.org/10.5281/zenodo.13142441.

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Collocation is not easy for English learners as English has a complicated collocation system, making English learners confused in choosing the correct collocation. The aim of this study is to find the sub-classes, the most dominant type of collocation, and describe their meanings. The method used is qualitative research and applied Benson et al.’s theory (2010) which focused on the types of collocation. The data source is British news YouTube channels: BBC, Sky News, and The Sun. The result of the study shows that the most dominant type of collocation used is lexical collocation with the

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Ding, Chen, and Barry Lee Reynolds. "The effects of L1 congruency, L2 proficiency, and the collocate-node relationship on the processing of L2 English collocations by L1-Chinese EFL learners." Review of Cognitive Linguistics 17, no. 2 (2019): 331–57. http://dx.doi.org/10.1075/rcl.00038.din.

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Abstract This study investigated the effects of first language (L1) congruency, second language (L2) proficiency, and the collocate-node relationship (i.e., verb-noun, adjective-noun, noun-noun) on collocation processing by logographic L1-Chinese learners of English. Comparisons were made of accuracy rates and response times to a collocation lexical decision task completed by L1-Chinese English as a Foreign Language (EFL) English Majors (n = 30), L1-Chinese EFL non-English Majors (n = 30), and L1-English Native Speakers (n = 26). Analysis of the data revealed that while congruent collocations

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Quarcoo, Millicent Akosua Bosompemaa, Hamidu Alhassan, and Aikins Addae. "Verb-Noun Collocations In Newspaper Editorials In Ghana: A Corpus-Based Analysis." Contemporary Journal of African Studies 9, no. 2 (2022): 85–119. http://dx.doi.org/10.4314/contjas.v9i2.4.

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This paper is a corpus-based study which aims at profiling the most frequent verb-noun collocations and their communicative functions in newspaper editorials in Ghana. In all, a total of 92,927 running words were culled from 220 newspaper editorials from The Ghanaian Times and The Daily Graphic, which were published in the 2016 and 2017 news years, for compilation of a specialised corpus for the study. From the collocation tab of the AntConc corpus software, sixty-seven Verb-Noun Collocations were found to constitute the most frequently occurring collocations in the newspaper editorials under

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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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Putri, Della Futika, Muh Syafei, and Mutohhar Mutohhar. "COLLOCATIONS FOUND IN THE DIALOGUE TEXTS WRITTEN BY THE ELEVENTH GRADE STUDENTS OF MAN 1 KUDUS." Prominent 6, no. 1 (2023): 19–26. http://dx.doi.org/10.24176/pro.v6i1.8380.

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Lexical collocation is one of the grammar material in English subjects that is taught by the English teacher for the eleventh grade students in the High School. Therefore, it is important to analyze the students’ level of understanding after learning the material. This research aims to classify the types of lexical collocation and to find out the students’ ability in writing dialogue text using lexical collocations. In this research, the descriptive qualitative was used as a research design. The writer did documentation as data collection technique. The participants of this research were the X

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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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Susilawati, Ani. "Kontrastif Kolokasi dalam Penerjemahan Arab-Indonesia." Qismul Arab: Journal of Arabic Education 1, no. 02 (2024): 67–81. http://dx.doi.org/10.62730/qismularab.v1i02.13.

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The comparative study conducted in this research is to see the differences and similarities between Arabic and Indonesian collocations and to see how the collocation process is translated. The comparative study was conducted using a comparative descriptive methodological approach. This research is a type of library research, which describes research conducted solely based on facts or phenomena contained in the data. The data processing process is carried out using three steps of contrastive analysis, the first is a description, the second is an overview and the third is a comparison as well as

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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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Thi Minh Nguyet, Nguyen, та Hoang Thi Khanh Tam. "NGHIÊN CỨU VỀ KẾT HỢP TỪ (COLLOCATIONS) TRONG BÀI LUẬN CỦA SINH VIÊN NĂM 2". TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 7, № 1 (2023): 54–64. https://doi.org/10.63506/jilc.0701.74.

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This study focused on examining how second-year English-majored students used collocations in their writings. Firstly, by reviewing 35 argumentative essays and interviewing 4 Writing lecturers, the results show that students use collocations with a notable frequency. They have a tendency of using noun + verb and adjective + noun types more than verb + noun and noun + noun types. Secondly, it is indicated that there was a great imbalance between the quality of the students’ uses of these types. Thirdly, during the interviews, the lecturers also suggested the causes of collocation errors and som

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Yang, Shuang, and Wan Nur Asyura Wan Adnan. "Examining the Effectiveness of Sketch Engine for Verb-noun Collocation Learning among Chinese Low-Proficiency Learners." Arab World English Journal 16, no. 2 (2025): 233–61. https://doi.org/10.24093/awej/vol16no2.14.

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Developing collocational competence is essential for Second Language proficiency, yet low-proficiency learners often struggle with verb-noun collocations due to the arbitrary nature of collocational patterns. While influential corpus tools such as the Corpus of Contemporary American English and the British National Corpus serve as valuable resources for collocation learning, they also pose significant cognitive challenges for low-proficiency learners. Therefore, this study investigated the effectiveness of corpus tools integrated with pedagogical practices in facilitating verb-noun collocation

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Honglian, Zheng. "Online processing of verb-noun collocation for Chinese learners of English as a foreign language." Revista Amazonia Investiga 14, no. 85 (2025): 21–34. https://doi.org/10.34069/ai/2025.85.01.2.

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This study focused on two distinct Chinese groups of English as a Foreign Language (EFL) learners: those with advanced proficiency and those with basic proficiency. The objective was to explore the mechanisms used by Chinese EFL learners in processing and comprehending verb-noun collocations in an online context. The key metrics under consideration were learner response time, the influence of collocation appropriateness, and the alignment between their native language (L1) and English (L2). The findings reveal that: 1）The advanced learners demonstrated significantly faster reaction times overa

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Duransoy, Nursel, and Zeynep Banu Kocoglu. "EXPLORING TOOLS FOR ENGLISH LANGUAGE VERB-NOUN COLLOCATION INSTRUCTION: DIGITAL AID VERSUS PAPER EXERCISES." Eğitim Teknolojisi Kuram ve Uygulama 15, no. 2 (2025): 238–65. https://doi.org/10.17943/etku.1683821.

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This study investigated the effectiveness of a specially designed online collocation assistant in comparison to traditional paper-based exercises for improving verb-noun collocation skills among Turkish university students learning English as a foreign language (EFL). Grounded in the lexical approach, which emphasizes the importance of learning word combinations in authentic contexts rather than isolated vocabulary items, a quasi-experimental research design was employed. The study included 24 participants who were randomly assigned to two equal groups: one using the online collocation tool an

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Oktavianti, Ikmi Nur. "Students' Familiarity with Metaphorical Collocations of time: A Preliminary Investigation." Metafora: Jurnal Lintas Disiplin Studi Metafora 1, no. 1 (2022): 1–14. http://dx.doi.org/10.26877/mf.v1i1.10898.

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The present study attempted to investigate EFL students' familiarity with collocations of time (i.e., verb + time and time + noun) in the English language. As many as 42 students were enrolled in this study as participants in which 23 participants were fifth-semester students and 19 were seventh-semester students. To collect the data, the questionnaire was designed and developed based on corpus search results in terms of the verb collocations (verb + time) and noun collocates (time + noun). The data were collected by distributing questionnaires confirming their familiarity with some setlists o

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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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Tsai, Mei-Hsing. "The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations." Language Teaching Research 24, no. 2 (2018): 138–62. http://dx.doi.org/10.1177/1362168818795188.

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This study investigates the relative effectiveness of two methods for teaching a set of English verb–noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI intervention group, a CBI intervention group, and a control group. In order to determine the effects of the two instructional methods, the participants’ collocational knowledge was measured in three ways: via form recall testing, form recognition testing,

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Nguyen, Trang Huynh, Khau Hoang Anh, and Truong Nhut Khanh. "The Use of English Collocations in Written Translation – A Case of University English-Majored Students." International Journal of Higher Education 10, no. 1 (2020): 252. http://dx.doi.org/10.5430/ijhe.v10n1p252.

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The current study attempted to investigate English collocations used in written translation among fourth-year English majors at a university. The participants included forty-one fourth-year English-majored students and three translation teachers who are teaching English – Vietnamese translation courses in the university. To gather data, the researchers used two instruments: a test of English collocations including five types of collocations: an adjective going with a noun, a verb going with a noun, a noun going with a verb, a noun going with a noun and a verb going with an adverb. After data a

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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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Wang, Nan. "A Comparative Study on the Lexical Collocations in Academic Discourse by International Scholars and Chinese EFL Learners." International Journal of English Linguistics 14, no. 4 (2024): 90. http://dx.doi.org/10.5539/ijel.v14n4p90.

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Lexical collocations are essential in academic English and present considerable challenges for L2 learners. This study compiled three text corpora: one from academic written texts published in top international linguistics journals, and the others from MA theses and doctoral dissertations of Chinese college students majoring in Foreign Linguistics and Applied Linguistics. An Academic Collocation List (ACL) was initially created from the journal articles and then the collocation lists of the top 200 verbs were compared across the three corpora. The study identified potential collocates for over

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D, Syaifudin Latif, and Achmad Zaenuri Rais. "LEXICAL COLLOCATION OF POLITICAL NEWS PUBLISHED ON 19 May 2020 – 28 May 2020 IN THE JAKARTA POST." Journal of English Education and Enterpreneurship (JEEP) 1, no. 1 (2021): 18–25. http://dx.doi.org/10.24127/jeep.v1i1.486.

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Collocation is a pair of group that often used together. This research aims to describe the types of lexical collocation of political news in the jakarta post. Lexical collocation is the object of this research. The subject of this research is political news in the Jakarta Post Newspaper published on 19 May – 28 May 2020. It consists of 5 news.The researcher took all of the news about politics published on 19 May 2020 – 28 May 2020. The result of this study found 27 lexical collocations,divided into 7 types of lexical collocation. The most dominantly is L3 adjective + noun type, the perc

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Šnjarić, Mirjana. "Glagolsko–imeničke kolokacije na primjerima osnova pojam, teza i argument u diskurzivno–erističkim strukturama hrvatskoga i njemačkoga općeznanstvenoga jezika." Suvremena lingvistika 49, no. 95 (2023): 61–80. http://dx.doi.org/10.22210/suvlin.2023.095.03.

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This paper investigates the linguistic means used to express general scientific activity above the level of an individual word. The corpus approach and the contrastive method are used to analyze typical and characteristic, general scientific VERB + NOUN collocations of the Croatian language and compare them with collocations in the German general scientific language. The aim is to find out how VERB + NOUN collocations are positioned within euristic structures of scientific language, and finally to assign the collocations to the corresponding type of general scientific language activity. Genera

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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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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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Pratama, Ilham Saputra Ade, and Yesy Tri Cahyani. "ANALISIS TEKNIK PENERJEMAHAN KOLOKASI PADA NOVEL BAHASA JEPANG KOKORO KARYA NATSUME SOSEKI KE DALAM BAHASA INDONESIA." LINGUA : JURNAL ILMIAH 19, no. 02 (2023): 38–54. http://dx.doi.org/10.35962/lingua.v19i02.193.

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This study aims to determine the types of collocations and translation techniques used by translators in Natsume Soseki's translated novel titled Rahasia Hati, translated by Hartojo Andangdjaja. The translated novel was translated from the Japanese source text (ST) of the novel titled Kokoro. Language differences are a challenge for translators in translating. Likewise, phrases, one of which is a collocation phrase. Because all language's collocations are unique, translating them into their equivalents is extremely important. The approach taken to achieve this goal is with a qualitative descri

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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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Simonsen, Irene. "Collocations in Academic Language in German and Danish." Kalbotyra 73 (December 28, 2020): 150–75. http://dx.doi.org/10.15388/kalbotyra.2020.8.

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This study compares the collocational use of the different word forms of five roots of academic language in German and Danish, considered essential for the realization of obligatory moves in the academic abstract, namely *analy*, *untersuch*/*undersøg*, *method*/*metod*, *theor*/*teor* and *empiri*. The aim of the comparison is to uncover differences and similarities in the expert norm of the two languages in order to gain insights that may help to inform the teaching of German-speaking students who must learn written standard Danish as part of their studies in Denmark. The study places specia

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Eid, Istiqlal, and Dina Al-Jamal. "Examining collocations in EFL Textbooks and Providing Teaching Guidelines." British Journal of Multidisciplinary and Advanced Studies 4, no. 4 (2023): 16–34. http://dx.doi.org/10.37745/bjmas.2022.0249.

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The aim of this study is to analyze the four most common collocation types found in seventh- through ninth-grade English textbooks (verb-noun, adjective-noun, verb-preposition, and adjective-preposition), with a primary focus on the reading texts. The research aimed to develop pedagogical guidelines relevant to the communicative paradigm and eclecticism, as a result. This study used a descriptive-analytical research design, specifically a content analysis method, to identify the accented collocations throughout a set of junior high school English textbooks. It was discovered that only 9% collo

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Do, Ngoc Hoang My, and Quang Thao Le. "Lexical Collocation Errors in Essay Writing: A Study into Vietnamese EFL Students and Their Perceptions." International Journal of Language Instruction 2, no. 2 (2023): 1–20. http://dx.doi.org/10.54855/ijli.23221.

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Writing requires practicing language by combining words, not using them separately. Accordingly, EFL learners commit errors in lexical usage or lexical collocations. Previous studies have highlighted the significance of collocations in writing and identifying lexical collocation errors, but few researchers have looked into this field in the Vietnamese context. Therefore, this paper investigates lexical collocation errors of Vietnamese EFL learners in their writing essays and their perceptions. 104 English majors at a private university in Vietnam participated in the study. Quantitative and qua

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Kuregyan, Amalia Levikovna, Ekaterina Aleksandrovna Pertsevaya, and Aleksandra Petrovna Kuzmina. "Systematization of false friend collocations in English legal vocabulary." Philology. Theory & Practice 18, no. 6 (2025): 2635–40. https://doi.org/10.30853/phil20250368.

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The aim of the study is to systematize collocations containing false friends, characteristic of the English language in the legal sphere, by parts of speech, depending on the word-core of the collocation. The article considers full and partial false friend units according to the volume of the transmitted meaning. The scientific novelty lies in establishing the part-of-speech affiliation of false friend collocations of English jurisprudence. The largest number of combinations belongs to the substantive group, the smallest to the verbal one. A productive model of substantive collocations is the

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Akbarian, Is’haaq, and Fatemeh Elyasi. "Developing EFL Learners’ Collocational Knowledge in Self-Regulated Flipped Classroom: A Mixed-Methods Study." Chinese Journal of Applied Linguistics 46, no. 4 (2023): 562–86. http://dx.doi.org/10.1515/cjal-2023-0405.

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Abstract This study compares flipped approach with self-regulated flipped approach on EFL learners’ collocational knowledge. Thirty available EFL students were randomly assigned to two equal experimental groups: flipped and self-regulated flipped. For six weeks, both groups received learning contents outside of class time, and class time was used for interactive activities. However, self-regulating strategies (goal-setting and self-evaluation) were employed to the self-regulated flipped participants to help them schedule their out-of-class time to effectively work on the content before class t

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Sari, Beaty Novita, and Ingatan Gulö. "Observing Grammatical Collocation in Students’ Writings." TEKNOSASTIK 17, no. 2 (2019): 25. http://dx.doi.org/10.33365/ts.v17i2.325.

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This research aimed to describe the types of grammatical collocation errors produced by English learners in their writings. The writers used a qualitative method for collecting and analyzing the data. The data were taken from first-year students’ essays. Collocations from fifteen essays were collected and analyzed. As the standard for the collocations being analyzed, The Oxford Collocation Dictionary and The BBI Combinatory Dictionary of English were used by the writers. The results showed that the students made grammatical collocation errors in their writings, with a total of 35 grammatical c

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Kłosek, Gabriela, and Kinga Wąsińska. "The collocations of modern Polish: the case of kolaborować [to collaborate] and ambasador [an ambassador]." Świat i Słowo 33, no. 2 (2019): 1. http://dx.doi.org/10.5604/01.3001.0013.7834.

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The aim of the article was to confirm whether or not the modification of words meaning is associated with their collocations. Based on the analysis performed on the collocation of the verb kolaborować [to collaborate] and the noun ambasador [an ambassador] we proved the existence of the aforementioned correlation. The language material for research was collected using PELCRA search engine for Narodowy Korpus Języka Polskiego [The National Corpus of Polish] and Monco PL searching tool for web sides. The analysis of the authentic examples of word combinations reveals the relation between node te

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Nigus, Asres, and Getaneh Berta. "The Effect of Mind Mapping on EFL High School Students’ Collocation Learning." International Journal of Instruction 9, no. 2 (2024): 103–14. http://dx.doi.org/10.29333/aje.2024.929a.

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The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students’ English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections at Majete General Secondary School, North Shoa Zone, Ethiopia, participated in the study. One of the two sections was randomly assigned to an experimental group, while the other one was labeled as a control group. A pre-test and two post-tests were us

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Alrashidi, Wafaa. "Strategies in Translating Collocations in Political Texts: Case study of the Beirut Port Explosion 2020." International Journal of Arabic-English Studies 23, no. 2 (2023): 211–33. http://dx.doi.org/10.33806/ijaes.v23i2.461.

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: The present study examines the strategies used by Saudi undergraduate students when translating adjective plus noun collocations and verb plus object collocations in political texts from English into Arabic. An English proficiency test, along with a translation test, were conducted to evaluate the performance of the students. The translation test consisted of 10 English collocations selected from 53 random extracts from two online articles on the BBC and The Guardian websites, focusing on the Beirut port explosions in August 2020. The results show that the literal translation technique was h

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Sridhanyarat, Kietnawin, and Supong Tangkiengsirisin. "The Effects of the ILH-based DDL on the Ability of Thai EFL Learners to Use Academic Collocations." LEARN Journal: Language Education and Acquisition Research Network 18, no. 1 (2025): 190–211. https://doi.org/10.70730/aaua5255.

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The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners’ use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is hypothesized that the more learners actively engage with the IL components in a DDL task, the greater their development will be in acquiring new collocations. Participants (n = 31) were provided with repeated exposure to authentic L2 input (COCA) thr

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Cao, Dung Thi Phuong. "Online Collocation Dictionary in L2 Writing: How Learners Use and Perceive Its Effectiveness." Journal of Language Teaching and Research 14, no. 1 (2023): 108–20. http://dx.doi.org/10.17507/jltr.1401.12.

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This study examined how Vietnamese advanced language learners used and perceived the effectiveness of the Oxford online collocation dictionary as a supportive tool in their L2 writing. Eighty-one English major students were asked to do a writing task and were encouraged to use this dictionary to search for collocations that they want. Their use of the dictionary to look-up collocations while doing the writing was observed by using the recording sheets. Immediately after completing the writing, the participants were asked to do the questionnaires. Eight of the participants were then invited to

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Xie, Siqi. "Multi-category Words of Verb-Noun in Chinese Learners Mobile App Dictionary and Their Applications for Dictionary Compilation." Communications in Humanities Research 2, no. 1 (2023): 265–77. http://dx.doi.org/10.54254/2753-7064/2/2022306.

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One of the most important and heated topics in modern Chinese studies is the classification of word types. Among all word types, the word of multi-categories is a special and difficult case, especially multi-category words of verb-noun (VNs) for students learning Chinese as the second language. To help them learn this kind of word, several teaching methods and textbook compilation methods have been proposed, with only a few studies focusing on dictionary compilation. However, as a significant tool for second language learning, the dictionary plays an important role in helping learners improve

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Reynolds, Barry Lee, and Mark Feng Teng. "Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors." Studies in Second Language Learning and Teaching 11, no. 3 (2021): 423–44. http://dx.doi.org/10.14746/ssllt.2021.11.3.6.

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The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained

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Choi, Younghyu, Yuah V. Chon, and Moon-Sub Han. "L2 Learners’ Knowledge of Verb-Noun Collocations." Korean Journal of Applied Linguistics 31, no. 3 (2015): 31. http://dx.doi.org/10.17154/kjal.2015.09.31.3.31.

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Mustafa, Falah Salahaddin, and Sawgil Mohammed Amin Kitabchy. "Difficulties Encountered by English Department Students in Using Noun-Noun Collocations." JOURNAL OF LANGUAGE STUDIES 4, no. 4 (2023): 755–70. http://dx.doi.org/10.25130/jls.4.4.39.

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The current study explores noun-noun collocations in English. The main problem which the study attempts to tackle is the difficulty encountered by undergraduate, English department students in predicting noun-noun collocations in English. The hypothesis on which the study is based is the existence of hundreds of noun-noun collocations in English, be they noun and/or noun (binomial phrases), e.g. fish and chips, friend or foe; or noun + of-phrase combinations, e.g. sheet of paper, cup of tea. As regards the study approach adopted, the paper advocates Biber et al. (1999) (see sections 6 and 7).

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De Giovanni, Cosimo. "Le palimpseste collocationnel : mécanismes productifs de formation des collocations métaphoriques V + N." NEO 32 (December 23, 2020): 210–32. http://dx.doi.org/10.31261/neo.2020.32.12.

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In this article we argue in favor of a useful model to explain the productive mechanisms of formation of verb + noun metaphorical collocations. We postulate that verbo-nominal collocations, relating to human activities and relating to the fields of techniques, crafts, art and manufactures constitute a model for the metaphorical collocations. We will apply our model to metaphorical collocations with the French verb forger. For the application of our model, a corpus analysis will be necessary.

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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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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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Vi, Thi Trng M.A, and Thi Thao M.A Tran. "A Study on the UES of English Collocation in Writing by Students at Thai Nguyen University." International Journal of Social Science and Human Research 04, no. 05 (2021): 1044–49. https://doi.org/10.47191/ijsshr/v4-i5-19.

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The current research investigates the use of collocations in students’ academic writings to obtain information about the popular types of collocations they use, the collocational errors, and the sources of errors. The design of the study is a qualitative research which employed document analysis as the instrument to collect data. 50 students were the population and the samples as well. The results show that students have a tendency of using Type 1 (Verb-Noun) and Type 2 (Adjective-Noun) collocations more than the other types. With regard to the collocational errors, it is noted that Type

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Jeong, Hyojin. "어휘 빈도수가 제2언어 화자와 계승어 화자의 연어 처리에 미치는 영향". Korean Society of Bilingualism 91 (31 березня 2023): 141–66. https://doi.org/10.17296/korbil.2023..91.141.

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Frequency is one of the most important factors that affect the processing of collocations. The purpose of this study was to investigate the roles of individual word frequency and collocational frequency in the processing of Korean collocations by second language (L2) and heritage speakers of Korean. Seventeen L2 and 14 heritage speakers of Korean as well as 20 native speakers performed an acceptability judgment task on 30 Korean noun-verb collocations and their control counterparts. The results revealed that all three groups demonstrated sensitivity to collocational frequency but not to word-l

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