List Of Collocations Research Articles

A Comparative Study on the Lexical Collocations in Academic Discourse by International Scholars and Chinese EFL Learners

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 2,400 content words in the ICAE (International Corpus of Academic English) journal articles, resulting in 375 potential combinations. Among these, noun combinations (adj+n, n+n) accounted for nearly 70% of the total entries, followed by verb+noun/adj combinations, adv+adj combinations, and verb+adv combinations. Statistical analysis revealed significant differences between Chinese EFL learners and international scholars, with a larger discrepancy observed between MA theses and journal articles than between doctoral dissertations and journal articles. Chinese EFL learners tended to overuse a limited set of collocations that, while grammatically correct, often sounded unnatural to native speakers. Additionally, the verb+noun combinations used by Chinese EFL learners were frequently physically and semantically different from those employed by international scholars. These findings underscore the need for targeted pedagogical interventions to improve the collocational competence of Chinese EFL learners.

Creation and Application of an Academic Spoken Collocation List

AbstractDespite the widely used word lists in English as a second or foreign language learning, few attempts have been made to create an academic spoken collocation list, which holds significant potential for enhancing learners' aural and oral abilities in academic communication. This study created a list of the most frequently used and pedagogically relevant collocations in academic spoken English that involved corpus‐driven extraction of collocations and expert rating of the appropriateness and relevance of collocations for pedagogical purposes. The mixed‐methods approach produced the Academic Spoken Collocation List (ASCL), comprising 417 entries, which exhibits a higher text coverage of an academic spoken English corpus compared to an academic written corpus. The ASCL has a number of implications for the teaching and learning of English for academic purposes.

What contributes to fluent L2 speech? Examining cognitive and utterance fluency link with underlying L2 collocational processing speed and accuracy

AbstractSecond language (L2) fluency research has suggested that a range of linguistic knowledge and processing speed serve as cognitive fluency (CF) underlying L2 utterance fluency (UF). Building on prior CF-UF link studies, this study explored L2 collocational processing speed and accuracy as underlying CF measures. This study also explored the phrasal frequency effect on the relationship between collocational processing speed and UF to test whether the processing speed of higher-frequency collocations is more strongly related to UF. A total of 108 Japanese university students completed a phrasal acceptability judgment task with adjective–noun collocations pooled from the Academic Collocation List. Speech was elicited in an argumentative speech task, and UF measures were computed based on speed, breakdown, and repair fluency. The results revealed that the collocational processing speed was weakly tied to articulation rate and mid-clause and end-clause silent pause ratio (rho = |.271–.322|), while the collocational processing accuracy was weakly to moderately tied to most UF measures except filled pause ratio (rho = |.281–.368|). The collocation frequency moderated the relationship between the processing speed and UF, suggesting that high-frequency collocations served as a proxy for automaticity in speech production. Implications for CF-UF link research are discussed.

What Should Go With This Word Here: Connecting Lexical Collocations and Rhetorical Moves in Narrative Stories

Abstract An emerging body of corpus-based genre analysis studies has examined the connection between different types of formulaic language and rhetorical moves in various genres of academic writing. The current study extends this body of research into the understudied genre of narrative stories and the understudied phraseological unit of lexical collocations. Specifically, we compiled a corpus of narrative stories written by expert writers, extracted a list of frequent collocations from the corpus, developed a rhetorical move framework for narrative stories, examined the distribution of rhetorical stages and moves in the corpus, and explored the connection between collocations and rhetorical moves in the corpus. The findings of our research culminated in an online interface for searching the corpus for collocations and exploring their use in sentences realizing different rhetorical stages and moves in context. We discuss the potential pedagogical value of our findings and the resulting online interface for promoting learner awareness of the connection between linguistic features and rhetorical functions in narrative stories in genre-based pedagogy.

Corpus-based tool: A digital science collocation list for multilingual middle school learners

Collocational competence is essential for all learners, particularly for multilingual learners. This corpus-driven study assembled a 474-collocation list from a digital science corpus compiled from several thousand middle school science resources. Using a corpus of more than 2.7 million tokens and more than 400 node words, the collocation list was extracted by combining two approaches: frequency-based and expert-judged. The Digital Science Collocations List (DSCL) provides middle school learners and teachers with an unprecedented resource covering Life Science, Physical Science, and Earth and Space Science. This list may be especially useful to multilingual learners as most of the collocations in this list are composed of patterns that they struggle with (e.g., adjective + noun and verb + noun).

Afghan Women’s Representation in News Discourse during the First 365 Days of Taliban Governance A Corpus-Based Analysis

The study attempts to investigate the 365 days of Afghan women in the post-Taliban regime in Afghanistan in news discourse. The study particularly aims to analyze the lexical collocation of the keywords related to Afghan women in the news discourse. The study is qualitative as it analyses the data qualitatively. Corpus Linguistics has been used as a methodology in this study. Fifty online news articles have been selected from Pakistani newspaper The News International, and a corpus has been developed with the name Afghan Women News Corpus. The data have been analysed using LancsBox v.5.x (Brezina et al., 2020). The study draws on Baker’s (2004) Corpus-Assisted Discourse Analysis framework. The corpus was uploaded to LancsBox and a list of collocations of the keyword Afghan Women was generated. Both the left and right collocates of the keywords were analyzed in detail and were used for thematic development and coding. The findings of this analysis revealed the basic patterns the data used to deal with the topic of Afghan women in particular and their social setup in general. It is found that in the majority of cases, the news discourse negatively represents the Taliban regime, occasionally shows it neutrally, and rarely shows it positively. The research concludes with a discussion of the main findings by highlighting the discourse surrounding community representation before and after the war.

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.

A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing

Abstract This study investigates whether cross-disciplinary academic collocation lists are of equal importance to EAP (English for academic purposes) learners across different disciplines. We target Ackermann and Chen’s (Ackermann, Kirsten & Yu-Hua Chen. 2013. Developing the Academic Collocation List (ACL)–A corpus-driven and expert-judged approach. Journal of English for Academic Purposes 12(4). 235–247) Academic Collocation List (ACL) and conduct a frequency, coverage, and dispersion analysis of its 2,464 pairs in the British Academic Written English (BAWE) corpus. Using BAWE data, we also examine whether university students increase use of academic collocations across years. Generally, our results indicate that cover-all academic collocation lists, like academic word lists, show uneven frequency distributions across disciplines; the ACL covers considerably more word combinations in soft than hard sciences. According to our dispersion analysis, furthermore, an important cause for such skewed distributions is that a substantial part of the ACL (i.e., almost 25 %) is in actuality discipline-specific rather than generic collocations. In terms of collocation development, we do observe steady increases across years. Interestingly, university students throughout levels not only use more academic collocations, but display a stronger tendency to raise the proportion of discipline-specific collocations in writing. This study is novel as it systematically examines distributions and developments of academic collocations, and is pedagogically valuable in that it collects 483 ACL entries which are suitable targets for EAP learning.

Dynamic model for implicit aspect detection in sentiment analysis using novel aspect pointer compendium

Sentiment analysis is the contextual analysis of words to retrieve the social opinion of a brand which aids the business firms/institutions to know the impact of their products/services. It is habitual that users may express different opinions regarding various aspects of the same entity. Therefore, there is a strong demand to extract all the opinion targets may those be explicitly mentioned aspects or implicit aspects which are not directly specified in the reviews. In this context, comparatively less amount of work has been carried out concerning implicit aspect detection. The proposed work has been dedicated solely to extracting the implicit aspects using a dynamic approach based on the type of sentence containing the clues for implicit aspect. A novel aspect pointer compendium (APC) has been developed that catalyzes the task of finding implicit aspects to the maximum extent possible. The APC incorporates the usage of different types of clues such as synonym clues, context clues, phrase clues, and partially implicit aspects that aid in the detection of hidden aspects. Based on this idea, the proposed work classifies the implicit aspect sentences into six types and proceeds with the task in an efficient manner. To strengthen the task of implicit aspect detection, the proposed work utilizes a hybrid technique encompassing APC, domain-specific adjective-noun collocation list (DSANCL), and the explicit aspect-opinion word pairs extracted from the reviews. The experimentation and results reveal that the proposed hybrid approach shows a good improvement in terms of the efficacy of extracting the implicit aspects as compared to the existing baseline models.

Profiling a microeconomics noun collocation list: A corpus-based approach

Collocations are essential for language learning because using collocations naturally and accurately constitutes a key indicator of academic writing success. Past studies have examined collocations in academic genres and created lists of collocations for pedagogical use. However, studies that compile collocation lists often use a wide-angle approach to identify general collocations. There have been concerns about using general academic multiword constructions (MWCs) in English for specific purposes (ESP) courses as there are formalities and conventions in academic texts which are characterised by discipline-specific MWCs. This corpus-based study proposes a common and pedagogically useful microeconomics noun collocation list (MNCL). The MNCL is based on a corpus of microeconomics research articles comprising 1.6 million words. The MNCL is the result of an innovative procedure that involves a four-step selection method. This study produces: (1) a list of the 1 125 most common noun collocations (noun + noun, noun + verb, verb + noun, adjective + noun) in microeconomics research articles identified and classified using the most commonly used nouns, and (2) new findings regarding the types of noun collocations. The findings of this study have pedagogical implications on how collocations should be perceived and approached in ESP classrooms.

Is it ‘Increase’ or ‘Rise?’ A Corpus-based Behavioural Profile Study of English Near-Synonym Verbs

This study emerged as a result of insufficient knowledge and descriptions of the behavioural profiles of the near-synonym English verbs, increase and rise, by non-corpus-based traditional reference sources used by students. We explored the behavioural characteristics of this group of near-synonym verbs using the British National Corpus (BNC) of 100 million words as our corpus. Using the Sketch Engine Tool, we examined their frequency, subject and object noun collocations, adverb collocations, and syntactic behavioural profiles. The results demonstrate that both words collocate with subject and object nouns. However, on their top ten subject collocation lists, increase only collocates with abstract nouns related to finance and economy, whereas rise collocates with three different kinds of abstract nouns related to finance/economy, the human entity, and the natural environment, and one concrete noun related to natural environment. In addition, they only have two collocates in common on their top subject noun collocates list. In terms of object noun collocations, increase only collocates with abstract nouns connected to finance/economy and the natural environment, but rise collocates with abstract and concrete nouns on their top list. They also only have three adverb collocations in common on the top list. Rise has 17 distinct syntactic patterns, whereas increase has 15 different syntactic patterns. In teaching near-synonyms, we propose using corpus-based reference resources.

The Effect of Using Input Enhancement Technique on Collocation ‎Learning of Iraqi EFL Students

Collocation can be defined as two or sometimes more than two words that often go together for example, impose punishment, do homework, and save money. This study is an attempt to explore an effective method to improve collocations presenting in an English as a Foreign Language (EFL) context. Learning collocation is of fundamental importance in both written and spoken English communications. The reason behind selecting collocation is that collocation is a vital constituent of English vocabulary. Two groups were involved in this study. The experimental group that followed the input enhancement technique received short passages whose 40 collocations were printed in boldface type. While the control group received a text with the same list of collocations represented without enhancement. The study adopted a quantitative research method utilizing a non- randomized experimental design, which involves conducting pretest, and posttest with experimental and control groups. The findings of this study showed that the input enhancement technique can assist in teaching collocation.

The Effect of Using Input Enhancement Technique on Collocation ‎Learning of Iraqi EFL Students

Collocation can be defined as two or sometimes more than two words that often go together for example, impose punishment, do homework, and save money. This study is an attempt to explore an effective method to improve collocations presenting in an English as a Foreign Language (EFL) context. Learning collocation is of fundamental importance in both written and spoken English communications. The reason behind selecting collocation is that collocation is a vital constituent of English vocabulary. Two groups were involved in this study. The experimental group that followed the input enhancement technique received short passages whose 40 collocations were printed in boldface type. While the control group received a text with the same list of collocations represented without enhancement. The study adopted a quantitative research method utilizing a non- randomized experimental design, which involves conducting pretest, and posttest with experimental and control groups. The findings of this study showed that the input enhancement technique can assist in teaching collocation.

Efficacy improvement of aspect-based sentiment analysis using enhanced rule –based approach and domain-specific lexicon (ERBA-DSL)

Since people express their opinions and feelings more openly than ever before, sentiment analysis proves to be a promising research area that effectively analyses the opinion expressed over the entities. In this context, Sentiment analysis is utilized to gather valuable insights from users’ opinions. These insights would benefit a lot for the business concerns and institutions to improve their respective products/services. Aspect-based sentiment analysis (ABSA) is the most robust technique that offers a more fine-grained analysis. The objective of this paper is to improve the efficacy of ABSA by framing a robust and enhanced set of rules. Several experiments were carried out to detect explicit and implicit aspects. The hybrid approach comprising of enhanced rule-based approach (ERBA) and domain-specific lexicon (DSL) is used to improve the solution of the aspect-based sentiment analysis problem. The proposed approach employs a domain-specific adjective-noun collocation list(DSANCL) tailored to the domain for fine-tuning the process of implicit aspect detection(IAD). The proposed model frames a new nine-point scale for measuring the sentiment strength by introducing a ternary classification of intensifiers based on their degree of intensification. The performance of the proposed model is evaluated using the university reviews dataset.

STRONG BOND BETWEEN ACADEMIC WRITING SKILL AND ENGLISH WELL-STRUCTURED COLLOCATIONS

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, mother tongue impact, linguistic features of collocations, educational context, proficiency of language, teachers’ and learners’ perception of collocations, and the use of corpus-based materials might make contributions to learners’ collocational acquisition.

Collocation Use in EFL Learners' Writing Across Multiple Language Proficiencies: A Corpus-Driven Study.

The investigation of learners’ interlanguage could greatly contribute to the teaching of English as a foreign language and the development of teaching materials. The present study investigates the collocational profiles of large-scale written production by English learners with varied L1 backgrounds and different proficiency levels. Using the British National Corpus as reference corpus, learners’ collocation use was extracted by corpus query language and further identified by t-score via Python programming language. The collocation list consists of 2,501 make/take + noun (the direct object) collocations. Findings show that proficient learners tend to use collocations containing more semantically complicated and abstract noun elements for varied communication tasks. Moreover, advanced learners are inclined to use collocations comprised of more difficult and longer noun elements.

КОРПУС ДЕТСКОЙ ЛИТЕРАТУРЫ В ИССЛЕДОВАНИИ СЕМАНТИКИ СЛОВА (НА ПРИМЕРЕ СЛОВА РЫНОК)

The article describes the structure, volume and functional features of the children's literature corpus (DetCorpus). The corpus is compared with the Russian National Corpus, the most famous and commonly used in modern linguistic and literary research. The ways of using DetCorpus to solve linguistic research problems are shown by the example of studying lexical semantics of the word rynok (‘market’). The author presents a method for obtaining and a further analysis of concordance and a list of collocations for the word rynok , and also considers thematic search possibilities.

PROFILING COLLOCATION USE IN ENGLISH TEXTBOOKS FOR VIETNAMESE STUDENTS

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.

The effects of loanword-based collocation teaching on vocabulary retention of kindergarten children

Loanwords have many linguistic advantages in teaching L2 vocabulary due to their similarity to cognate words. Collocations help students to learn syntactic rules of vocabulary and to communicate fluently by providing them with multiple examples of vocabulary usage. The purpose of this study is to identify the effects of vocabulary instruction using loanword-based collocations on the retention rate of kindergarten children. To this end, classroom activities for the collocations were developed, short-term and long-term retention rates were compared between loanwords and non-loanwords, and between two teaching methods: teaching words individually and through collocations. The results revealed that loanwords and the collocation method appeared to be more effective than non-loanwords and the individual method for short-term and long-term retention. Since Koreans frequently employ English vocabulary in their daily conversation, the dichotomy of loanwords and foreign words is not significant from the perspective of English vocabulary teaching. English words that are as familiar as loanwords can also be utilized as a mediator for teaching new vocabulary by applying the collocation method as a new strategy. It is therefore necessary to develop and provide loanword-based or familiar word-based collocation lists for kindergarten and elementary school children.

Using Collocation List as an Instrument to Identify Linguistic Metaphors in The Independent

Using Collocation List as an Instrument to Identify Linguistic Metaphors in The Independent