Collocation Dictionary Research Articles

Adjective ‘Sudden’ in Phrases as a Means of Temporal Mitigation in English Fantasy Literature

This study explores the semantics of the temporal mitigation indicator, specifically the adjective ‘sudden,’ as a form of litotes in English-language fantasy prose from the 20th to 21st centuries. The aim of this research is to identify English phrases containing the adjective ‘sudden’ that serve as litotes in the representation of time, which are frequently employed in the specified texts. The methods utilized include semantic analysis, contextual analysis, and comparative analysis. The findings reveal a list of phrases actively used by various authors within the realm of 20th and 21st-century English-language fantasy prose that reflect a high degree of temporal mitigation within this genre. An analysis of selected fantasy texts indicates the presence of collocations featuring ‘sudden’ that are not documented in collocation dictionaries. A ranked list of these phrases, along with their respective authors, has been compiled. The examination of collocations expressing temporal mitigation shows that some are utilized by multiple authors, such as “the sudden darkness,” “sudden anxiety,” and “a sudden thought.” This suggests their stability, indicating that they could enhance existing collocation dictionaries of the English language. The practical significance of this study lies in its potential application in teaching courses on lexicology and lexicography of the English language at the university level.

Preparation of Material for Compiling an English–Slovene Dictionary of Criminal Justice and Security Collocations

Abstract This article presents the preparation of material for compiling an English–Slovene dictionary of criminal justice and security collocations. It presents the process of collecting and preparing material; specifically, software selection, corpus preparation, collocation extraction, and translation into Slovene. These activities were performed by students at the University of Maribor’s Faculty of Criminal Justice and Security as part of the course English Terminology. It defines the concepts of language for specific purposes (LSP) and presents the field and subfields of criminal justice and security, and gives an overview of the definitions of collocations. The article outlines the need to prepare a collocation dictionary by exploring the inclusion of collocations in dictionaries. The characteristics of possible dictionary entries are outlined based on material collected and prepared by the students. This is followed by the presentation of some examples of collocation entries from dictionaries.

Thematic Dictionary of Russian Collocations for Educational Purposes: Definition and Challenges in Dictionary Compilation

The relevance of the article is determined by the fact that the selection of stable collocations for teaching foreign language learners is a multi-stage and complex process. It is noted that there is still no consensus regarding the requirements for selecting units and the volume of phraseological minimum. The novelty of the study lies in an attempt to distinguish between the concepts of “phraseological minimum” and “educational dictionary of stable collocations”. In addition, the research task is to develop criteria for selecting stable collocations for inclusion in an educational dictionary. The author’s task was to form an educational dictionary consisting of thematic sections, where the name of each section corresponds to the theme of the module in the program for teaching Russian as a foreign language. To achieve this goal, the author reviews existing scientific literature, educational dictionaries, and lexical minimums. The author analyzes textbooks on phraseology and speaking for levels B1+ — C1. The results of a survey conducted among native Russian speakers are presented in order to clarify the understanding of selected units, and an analysis of the contexts in which they are used is performed. In the final stage, a list of stable collocations on the topic of “Education” is proposed, which includes phraseological neologisms for the first time.

Data-driven learning of collocations by Chinese learners of English: a longitudinal perspective

Collocations, a crucial component of language competence, remain a challenge for L2 learners across all proficiency levels. While the data-driven learning (DDL) approach has shown great potential for collocation learning from a shorter-term perspective, this study investigates its effectiveness in the long term, examining both linguistic gains and changes in learners’ confidence about which words collocate. The effect of DDL was compared with learning collocations using a corpus-based collocations dictionary and non-corpus-based tools. Learners’ experience with the tools was also explored through a questionnaire. The study employed a quasi-experimental research design with 100 Chinese learners of English as participants in two experimental groups and a control group. A novel corpus tool, #LancsBox (Brezina et al., 2015), was used in the DDL approach to identify and visualise collocations. The results showed that the learners in the DDL group increased their collocation knowledge at the end of the treatment and retained the gains three months later. The learners also reported a significant increase in their confidence about which words collocate. Both changes were found to be more substantial than the effects of using the corpus-based collocations dictionary or other tools. As for their experience, learners reported satisfaction with using corpora in their writing and, importantly, continued with corpus consultation three months after the end of the intervention. The findings have implications for integrating corpus consultation into learning practice both inside and outside of the classroom, showing that with sufficient training, DDL can provide an effective method to learn complex linguistic features such as collocations.

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

AbstractThis study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.

Problèmes d’acceptabilité des occurrences relevées dans les corpus informatisés : exemple des prédicats nominaux désignant une propriété ou un trait de caractère

In this paper, we present the problems encountered during our research in the field of nominal predication in Polish, in particular concerning nouns referring to properties and character traits. In a previous work on predicates referring to various activities and behaviors, carried out with the use of electronic corpora (the National Corpus of Polish Language, as well as electronic sources available on the Internet), we obtained a dictionary of verb-noun collocations with high lexical coverage comparing to traditional dictionaries (not based on electronic corpus research). Using the same corpus data and methodology as before, we conducted a study of the class of predicative nouns referring to properties and character traits. However, the results obtained following the application of this method proved to be unsatisfactory. In this article, we consider the reasons for this in order to optimize research methods later in our work.

Translation Errors Among Bilingual Arabic Language Students: Collocations as an Example

The study of translation by bilingual female students studying Arabic had not received much attention, especially with regard to the cultural errors that these students made during English-Arabic translations, which resulted in them making mistakes in translation. This prompted the researchers to focus on this area. The main objective of this article is to explore common errors in English-Arabic collocation translation among Arabic students in the Federal College of Education (Technical), Gusau and identify possible reasons for them. The researchers used a qualitative analysis approach, adopting an evaluation instrument. A semi-structured interview was also conducted among the sample group in order to find out the causes of the errors. The results showed that the students encountered errors in translation collocations, which included lexical and grammatical collocations. Reasons for these errors included: a lack of collocations knowledge, a lack of special books and dictionaries of collocations and an inability to identify an equivalent to English collocations in the Arabic language. This study is extremely important for students of Arabic, scholars, and English-Arabic translators, as it alerts them to common errors in English-Arabic translation.

Online Collocation Dictionary in L2 Writing: How Learners Use and Perceive Its Effectiveness

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 participate in semi-structured interviews. The results of the recording sheets showed that learners approach the dictionary for help with collocations of adjective-noun and verb-noun grammatical patterns most frequently. They made very limited use of the dictionary to look-up collocations of noun-noun and adverb-adjective pattern. The results of the questionnaires and thematic analysis revealed that learners are very positive towards the use of the dictionary. However, non-plentiful content, lack of pronunciation and suggestions of look-up words are drawbacks and are expected to be improved.

Dîvânu Lugâti’t-Türk and Collocations: The First Collocation Dictionary of Turkish

Dîvânu Lugâti’t-Türk (DLT) günümüz modern sözlüklerinden beklenen bilgi tiplerinin tamamını bütünüyle içermese de sözcüklerin eşdizimlilik bilgisini çeşitli yollarla titizlikle betimler. DLT'nin sıklık kullanımının öncelendiği, eşdizimlere dayalı bir yapısının ve yönteminin olduğu, sözcüklerin çoğunlukla eşdizimsel kullanımına ve anlamına göre betimlendiği ileri sürülebilir. DLT’de benimsenen bu tutum DLT’nin sözlük türünün, amacının ve hedef kitlesinin ne olabileceği hakkında önemli bazı ipuçları vermektedir. DLT, literatürde çoğunlukla ansiklopedik bir sözlük olarak kabul edilir. Mikro yapısı incelendiğinde DLT’nin amacına ve hedef kitlesine uygun olarak çoğunlukla kullanım (edim bilimsel) bilgisinin de verildiği sıklık kullanımı yüksek kalıp dil birimleri ve eşdizim sözlüğü özelliklerini taşıdığı görülür. Buna, DLT’de özellikle fiilleri doğrudan tanımlamak ya da açıklamak yerine eşdizimsel kullanımı ve sınırlılıkları verilerek eşdizimsel anlamlarıyla tanımlanması delil gösterilebilir. Zira Kâşgarlı’nın yüksek seviyede eşdizimlilik farkındalığının olduğu, eşdizimleri ve eşdizimsel tanımlamayı özellikle tercih ettiği görülür. Bu çalışmada DLT’nin sözcüklerin eşdizimlilik bilgisine dayandığından mikro yapısı açısından bir eşdizim sözlüğü olarak tasarlandığı ileri sürülmektedir. DLT’de eşdizimlerin nasıl sunulduğu ve DLT’nin bir eşdizim sözlüğünün hangi özelliklerini barındırdığı tartışılmıştır. DLT’nin en özgün tarafının modern eşdizim sözlüklerine koşut biçimde Türkçe eşdizimleri seçme ve betimleme yöntemi olduğu, bu yönleriyle DLT’nin sözcük ve sözcük birleşmelerinin sıklık kullanımının öncelendiği bir kalıp dil birimleri ve eşdizim sözlüğü olarak tasarlandığı ileri sürülmüştür.

On the Importance of Raising Collocational Awareness in Translation Practices

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 notice them first – noticing, either incidental or guided, is considered to be an essential step in this process. After presenting some of the factors that hinder the accidental noticing of collocations, which also motivates the necessity for the teacher’s guidance, the paper gives examples of exercises that can help to draw students’ attention to collocations. An important objective is to raise students’ collocational awareness and also to motivate them to use resources that allow the noticing of collocations (collocation dictionaries, electronic databases, electronic corpora). A task-based approach as understood by Ellis (2003) combined with the theoretical considerations of the lexical approach (Lewis 1993) can be suitable for this purpose; the exercises presented are based on general and also semi-specialized texts and target students studying translation and working with the Hungarian–English language combination.

AN ANALYSIS OF ENGLISH LEXICAL COLLOCATION IN TRANSACTIONAL SPEAKING AMONG STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

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 important for their collocational knowledge
 to be native-like. This study used a qualitative method. Researcher used interview as
 the data collection tool. Then, the researcher analysed the transcript of the interview.
 In analysing, researcher determined the collocation words and the types too, used
 Oxford online collocation dictionary to check whether the collocation were true or
 not. The findings showed that the students used English lexical collocations in their
 transactional speaking. Researcher found 179 English lexical collocations are used by
 the students. 81 of those collocations are correct. Researcher also found that they used
 four types from total 6 types (based on Benson&Ilson) of English lexical collocation
 which they tend to use the type 1 than the other types. The study therefore suggested
 that the teacher and students should more concerned about the collocational
 knowledge in this case lexical collocation.

Ukrainian-English Collocation Dictionary. By Yuri I. Shevchuk. New York: Hippocrene Books, 2021. xxxvi, 970 pp. $59.95, paper.

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

ANALYSIS ON THE COLLOCATION TYPES FOUND IN NOVEL PERCY JACKSON AND THE OLYMPIANS “THE BATTLE OF LABYRINTH”

This research goal includes analyzing types of collocation in Battle of the Labyrinth, a novel by Percy Jackson & The Olympians. To decipher the type of collocation used. Scientists rely on O'Dell and McCarthy’s theory of collocations and dictionaries of collocations to find answers to the posed research questions. This study uses a qualitative research design with descriptive language. Rick Riordan is in charge of the direction. There was a sentence in Rick Riordan's film adaptation of Percy Jackson and the Olympians: The Battle of the that contained collocations. These are the steps that the researchers took to analyze the data they gathered: First, the researchers used Google to find and download Battle of Labyrinth by Brandon Sanderson. Second, Read the whole novel carefully and repeatedly to find collocations. Third, Identifying all collocations for analysis in the novel. Fourth, Gathering all collocations as research data.. As in discussion in chapter two, Michael McCarty and Felicity O’Dell’s theory (2008) explain six types of collocation they are: Adjectives and Nouns, Nouns and Verbs or Verbs and Nouns, Noun + Noun, Verbs and expressions with preposition, Verbs and Adverbs, Adverbs and Adjectives the writer discusses one by one based on the data found. all O’Dell and McCarthy’s six types of collocation are found. Those six types of collocation are verb + adverb (75%), noun + noun (15%), noun + preposition (5%), verb + noun (5%), adjective + noun (0%), and adverbs+ adjective (0%). Then the verb + adverb and noun + noun are the most-used type of collocation found in Novel Percy Jackson and the Olympians “The Battle of the Labyrinth”.

한·중 연어 연구의 현주소와 연어 사전 편찬

This study aims to point out the necessity of compiling Korean-Chinese collocation dictionaries and the topics that need to be discussed urgently in the future by combing the existing researches on collocation comparison between Korean and Chinese. In China, the research on Korean-Chinese collocation comparison began in the early 2000s, mainly focusing on the application of Korean-Chinese collocation comparison and its results in Korean language education and error analysis, and a small part of the research involved the necessity of lexicography. This study will focus on the analysis of the existing achievements and shortcomings of Korean-Chinese collocation research, and discuss the problems in the application of the comparative study in lexicography, so as to lay a foundation for future researches on Korean-Chinese collocation lexicography.

Rutas de acceso al léxico en un entorno lexicográfico

This paper examines a set of lexicographic projects with innovative routes of access to lexical knowledge, and which constitute a first step towards a more intelligent dictionary, These projects include: (1) collocation dictionaries that specify the relations between a base word and its collocate; (2) dictionaries that make explicit the semantic and lexical restrictions between a predicate and its arguments; (3) lexical resources that describe the linguistic properties of a lexical entry within the context of its frame or frames of activation; (4) dictionaries that provide a conceptual organization of the definiens, instead of the definiendum. Without a doubt, the Digital Era (artificial intelligence, data and text mining, and machine learning) has opened up a vast range of possibilities, which will lead to intelligent lexicographic resources that are more intelligent and interconnected. This chapter concludes with some ideas and proposals about the characteristics of a dictionary 5.0 of the future.

Russian for All Occasions: A Polythematic Russian-English Dictionary of Collocations and Expressions. The Authors Reflect on the Idea Behind the Dictionary, the Problems Encountered and How They Were Solved

ABSTRACT The authors discuss the problems of compiling a bilingual dictionary ‘for all occasions’. The first part of the article deals with the aims and the concept of the dictionary within a wider lexicographical tradition. Among the problems discussed are: what type of entries it should have, which topics to include and how to organise them to make the dictionary usable and useful, how best to divide the dictionary into different units and sub-units, what sources to use, what range of styles to cover. The second part discusses the principles used in compiling the English entries of the dictionary and the differences between the two languages which this process revealed, as well as the need to provide additional explanations in the form of notes.

The Effectiveness of Using the Lexical Approach to Developing Ethiopian EFL Learners’ Vocabulary Competence

This study investigated the effects of teaching vocabulary through the lexical instructional approach in EFL intermediate level students. Ninety-five (95) students participated in a non-equivalent pre-test-post-test quasi-experimental design study. The participants were given vocabulary competence pre-test in order to check their homogeneity in terms of their vocabulary knowledge. Then, following the similitude of the results they scored, the participants were randomly assigned as experimental group and the control group. For sixteen (16) weeks, the experimental group was taught by providing students with chunks and/or collocates of words through using collocation dictionaries, concordance programs, chunk-for-chunk translation activities, and corpus-based activities etc. Whereas, the control group was taught the new words in isolation with conventional teaching techniques; for example, translation at single word level, synonyms, antonyms, and definitions. After the instructional intervention, both groups participated in a vocabulary competence post-test. The Statistical Package for Social Science (SPSS) software version 22 was employed to analyse the results. In this regard, an independent Samples T-test was run and the findings of the study showed that the experimental group outperformed the control group in the post-test which implies that teaching vocabulary with a lexically-based instruction can improve EFL learners’ vocabulary competence or knowledge. Furthermore, the study results suggest that the lexical instructional approach should be the focus of future experimental research.

Creating a bilingual dictionary of collocations: A learner-oriented approach

Considering the lack of specialised dictionaries in certain fields, a creative way of teaching through corpora-based work was proposed in a seminar for master’s students of translation studies (University of Ljubljana, Slovenia). Since phraseology and terminology play an important role both in specialised translation and in the learning path of students of translation studies, this article presents an active approach aimed at creating an online lexicographic resource in languages for specific purposes by using the didactic tool and database ARTES (Aide à la Rédaction de TExtes Scientifiques/Dictionary-assisted writing tool for scientific communication) previously developed at the Université de Paris (France). About thirty Slovene students enrolled in the first year of master’s study have been participating in the bilateral project since 2018. The aims of such an activity are multiple: students learn in a practical way how to compile comparable corpora from the internet, using the online corpus software Sketch Engine, to find similar linguistic constructions in the source and target languages. They also learn to create an online bilingual phraseological and terminological dictionary to facilitate the translation of specialised texts. In this way, they acquire skills and develop some knowledge in translation, terminology, and discourse phraseology. The article first describes the ARTES online database. Then, we present the teaching methodology and the students’ work, which consists of compiling corpora, extracting and translating collocations for the language pair French-Slovene, and entering them in the ARTES database. Finally, we propose an analysis of the most frequent collocation structures in both languages. The language pair considered here is French and Slovene, but the methodology can be applied to any other language pair.

УКРАЇНСЬКА ЯК ІНОЗЕМНА ДЛЯ НІМЕЦЬКОМОВНИХ СТУДЕНТІВ: ЗДОБУТКИ І ПЕРСПЕКТИВИ В УМОВАХ ХХІ СТОЛІТТЯ

Ukrainian as the state language of an independent European country is the subject of study in various parts of the world, including universities within individual research of Ukrainian studies (for example, Harvard University or the University of Alberta) or Slavic studies (different countries). The latest trends in teaching / learning foreign languages are aimed at: attracting the latest information technologies, quick access to knowledge, taking into account student needs (task-based approach), interpreting language as a tool for career growth or international communication, changing or supplementing the paradigm of language education. Accordingly, the Ukrainian language, which is the object of study outside Ukraine, needs new relevant ways of teaching it as a foreign one, based on the latest quality results of linguistic research of the Ukrainian language, in particular in the functional aspect. The purpose of the article is to analyze the current situation and outline the prospects for teaching Ukrainian as a foreign language outside Ukraine (in particular, based on the study of the experience of teaching it in Austria and Germany). The tasks are to carry out a comparative analysis of textbooks of the Ukrainian language for German speakers, to outline the scope of current problems related to the teaching of the Ukrainian language outside Ukraine. This was made possible by the descriptive method, and the functional approach made it possible to trace the conformity of teaching materials with modern requirements and needs of students. Textbooks for German-speaking students are designed for the Beginners level and implicitly take into account the information that for students it is the second Slavic language (usually after Russian). The studied textbooks have a diverse quality of language content (usually intended for beginners, but cover topics, grammatical material, communicative situations from higher levels) and are based on the grammartranslation method (except Klymenko Lina, Kurzidim Jan. Razom (2008); Schubert Ludmila, Ukrainian for beginners and fortresses (2012). It was found that there are no student`s book, teacher`s book, workbook, audio materials, which together according to the stages of training (levels A1-C2) would consistently provide a clearly divided language materials and propose communication skills, taking into account on the Common European Framework of Reference for Languages: Learning, teaching, assessment (2020) and Standardized requirements. Levels of proficiency in Ukrainian as a foreign language (A1-C2). High-quality linguistic resources of the Ukrainian language (for example, functional grammar of the Ukrainian language, dictionaries of collocations, lexical minimums), taking into account the latest approaches to learning foreign languages, would not only raise students' motivation, but also contribute to greater competitiveness of the Ukrainian language in a modern globalized society.

АТРИБУТИВНЫЕ КОЛЛОКАЦИИ В ЗОЛОТОМ СТАНДАРТЕ СОЧЕТАЕМОСТИ РУССКОГО ЯЗЫКА И ИХ ПРЕДСТАВЛЕНИЕ В СЛОВАРЯХ И КОРПУСАХ ТЕКСТОВ

The article discusses how collocations are represented in Russian dictionaries and how information about them can be covered in a collocation database that is being developed. Such a resource (gold standard) can be in demand when developing applications for teaching or learning Russian as a foreign language and solving other theoretical and applied issues. The aim of the study was twofold: firstly, to analyze how explanatory and specialized dictionaries of the Russian language represent collocations and hence to what extent their data coincide with each other, and, secondly, to investigate how these dictionary collocations are reflected in text corpora. This allows tracing the relation between manually collected data and modern corpora. For the study, the author used the disambiguated subcorpus and the main corpus of the Russian National Corpus (RNC) with a volume of 6 million and 321 million words, respectively, as well as the large Internet corpus ruTenTen with a volume of more than 14.5 billion words. The author considered attributive phrases built according to the “adjective/participle + noun” model. She analyzed 120 collocations with different dictionary index, i.e. the number of dictionaries in which this phrase is given. The following hypothesis was tested: high collocation frequencies correspond to the fact that the item is recorded in several dictionaries. In the analysis, nonparametric analogues of analysis of variance (Friedman and Kruskal-Wallis tests) were used to assess the statistical significance of differences in quantitative data. The frequencies of collocations in corpora of different volume and in different dictionaries were compared. In total, more than 15 thousand examples were processed, less than 0.5% of them were presented in four of the six reviewed dictionaries (five printed and one electronic). The results show data heterogeneity, items selected for a dictionary do not coincide with their frequency characteristics and thus word combinations turn out to be low-frequency. About 34% of the examples are absent in the RNC corpus with removed ambiguity, and about 12% of analyzed collocations are rare (less than 0.01 ipm) even in the ruTenTen corpus. The presence of collocations in several dictionaries indicates their higher frequencies and hence reproducibility in speech. Explanatory dictionaries and collocation dictionaries show the smallest intersection of data. The results show that the amount of data is a crucial issue, and the very phenomenon of collocability should be studied on large corpora.