Abstract
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 another. Collocations targeted in the textbooks only cover 10.5% of the collocations recommended in an academic collocation list, and 31% were identified not high-frequency collocations. 76% of collocations are not recycled or recycled not to the point where learning is likely to occur. Implications for learning and teaching collocations and materials designing are discussed.
Highlights
Checking the noun bases in the targeted collocations against the list of nouns extracted from the New General Service List (NGSL), we found that 36 nouns of the verb-noun collocations and 26 nouns of the adjective-noun collocations targeted in the English textbook series do not occur in the NGSL
The study found that there is an increase in the number of collocation tokens and collocation types of both patterns from one grade to another in the English textbooks for the twelve grades, except for grade 7 and 10
Collocation density and diversity of the textbooks series tallied at three grade levels are even much higher than that of native speakers’ corpus tallied in Tsai’s (2015)
Summary
Suggestion for the Citation and Bibliography Citation in text: Cao, Pho, & Dangnguyen, (2021) or (Cao, Pho, & Dangnguyen, 2021) Bibliography: Cao, D., Pho, P.
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