Types Of Collocations Research Articles

“Dig Your Heels in the Ground and Get What You Deserve.” - An Exploratory Corpus-Assisted Study of Women Entrepreneurs’ Blogs.

Throughout history, entrepreneurial contributions of women have been largely disregarded and undervalued in the business sector. However, recent decades have witnessed increased visibility of women entrepreneurs striving to challenge gender-based inequities and systemic biases in the workplace. Those who have achieved success are increasingly willing to share their experiences and insights, providing guidance to aspiring women seeking to establish, develop, or advance their enterprises and careers. One notable channel to convey their messages is through women entrepreneurs’ blogs. This paper explores how female entrepreneurs perceive themselves as businesswomen and examines how they construct the position of women in the current business realm. Using a Corpus-Assisted Discourse Analysis approach, a detailed examination of concordances related to selected keywords and key expressions associated with the perception of women entrepreneurs, along with business and societal challenges, unveils typical collocations and contextual usage. The analysis is based on the Women Entrepreneurs’ Blog Corpus, a dataset comprising 329,896 words from 318 unique blog entries in English published between 2019 and 2023. The findings reveal that blogs serve as empowering platforms where women challenge traditional narratives, reshape perceptions of entrepreneurship, and redefine their roles in the business world. The usage of frequently occurring keywords such as female, women, and mompreneur(s), emphasises themes of resilience, motivation, and identity alongside issues like inferiority, lack of confidence, and systemic disadvantages, particularly for women of color. Moreover, keywords like imposter syndrome, self-doubt, glass ceiling, and male-dominated often appear in contexts that underscore overcoming obstacles and the benefits of female entrepreneurship.

A Collocation Procedure for Treating the Time-Fractional FitzHugh–Nagumo Differential Equation Using Shifted Lucas Polynomials

This work employs newly shifted Lucas polynomials to approximate solutions to the time-fractional Fitzhugh–Nagumo differential equation (TFFNDE) relevant to neuroscience. Novel essential formulae for the shifted Lucas polynomials are crucial for developing our suggested numerical approach. The analytic and inversion formulas are introduced, and after that, new formulas that express these polynomials’ integer and fractional derivatives are derived to facilitate the construction of integer and fractional operational matrices for the derivatives. Employing these operational matrices with the typical collocation method converts the TFFNDE into a system of algebraic equations that can be addressed with standard numerical solvers. The convergence analysis of the shifted Lucas expansion is carefully investigated. Certain inequalities involving the golden ratio are established in this context. The suggested numerical method is evaluated using several numerical examples to verify its applicability and efficiency.

Exploration of Lexical Collocations Employed in EFL Students’ Essay Writing

This study investigates the use of different types of lexical collocations and common errors made related to these collocations in essay writing. The participants included EFL students who wrote an essay as a class writing test in 60 minutes. A 5-level Likert close-ended survey questionnaire was designed to collect quantitative data regarding students’ perceptions of the categories of lexical collocations they have used and the difficulties they have encountered in using these. To get qualitative data for the study, students’ essays were then analyzed to identify errors related to different categories of lexical collocations. The results revealed that adjective-noun collocations were the most frequently used by the participants while lexical collocations related to adverbs were used least frequently. Errors related to the morpheme -s such as the omission of morpheme -s in plural nouns and overuse of morpheme -s in singular or uncountable nouns were most commonly made by students, followed by the wrong choice of component words and non-existent lexical collocations. Pedagogical implications are then discussed to assist students in enhancing collocational use in essay writing.

Contextual learning of L2 lexical and grammatical collocations with and without typographic enhancement

Multiple repetitions of collocations in second language (L2) reading produce gains in collocational knowledge. However, it is less clear how typographic enhancement affects the learning of different types of L2 collocations through reading. The present experiment investigated contextual learning of English lexical (verb + noun) and grammatical (preposition + noun) collocations by Chinese speakers over two days. We manipulated the learning conditions by bolding or not bolding multiple instances of the target collocations in reading texts. A cued-recall (gapfill) post-test was used to measure collocational knowledge. We observed greater accuracy of responses with grammatical (but not lexical) collocations when the collocations were bolded than when they were not bolded. We argue that bolding likely made prep + noun collocations more perceptually salient to the learners during reading. We conclude that contextual learning of L2 grammatical collocations is likely to benefit from drawing explicit attention to the whole expressions in written input.

Insights into Phraseological Processing through Stimuli Modification: An Exploratory Eye-Tracking Study on Native Speakers and Learners of Italian

Collocations are one of the most studied types of word combinations. Their intricate nature, based on varying degrees of restriction, begs the question as to how modifications in their typical form influence the way they are processed by native speakers and learners. In this study, an eye-tracking experiment was carried out. We compared native speakers and learners of Italian when processing typical (i.e., common) and atypical (i.e., uncommon) collocations of Italian. Atypical collocations were developed by manipulating the grammatical and lexical components of a set of typical collocations. We also investigated how the online processing was affected by the different modifications (i.e., lexical and grammatical) performed and proficiency levels included. Both kinds of modifications disrupt collocation processing, with lexical modification being generally more salient than grammatical modification in terms of processing costs. Further, proficiency level influences phraseological processing, with varying effects related to the different kinds of modifications. The findings of our study are largely in line with previous research, while providing new insights into how lexis and grammar affect phraseological processing. They contribute to the evidence on languages other than English, a still under-researched domain in second language acquisition as a whole.

FREQUENCIES AND COLLOCATIONS OF DEICTIC VERB COME AND GO

The focus of this study was to explore the frequencies and collocations analysis in Contemporary American English for the verb come and go. To conduct the study, the researchers employed quantitative and qualitative methods. Data were collected from the Corpus of Contemporary American English (COCA) and analyzed using Benson et al.'s (1986; 2010) grammatical and lexical collocation types. COCA store all tokens of academic, fiction, movies, blog, newspapers, magazine domains. All occurrences frequency of COCA was retrieved, and 300 tokens consisting of the word come and go were collected. The results showed that the word deictic go was more frequent than the word come in COCA, with a total frequency of occurrence of 55% and 45%, respectively. The type of collocation in the word go also had more variations. The word go had nine types of collocation, whereas the word come had seven types of collocations. This study gives applicable and relevant knowledge to non-native speakers of English.

ANALISIS TEKNIK PENERJEMAHAN KOLOKASI PADA NOVEL BAHASA JEPANG KOKORO KARYA NATSUME SOSEKI KE DALAM BAHASA INDONESIA

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 descriptive method. Data obtained using documentation. Collocations are sought in ST's novel, Kokoro, based on Newmark's theory (1988). After collocations are found, the data is reduced or classified according to the theory. After being classified, the TSu collocation sample of the novel was analyzed by comparing it with its translated novel, Rahasia Hati, based on the theory of Molina and Albir (2002) to find the translation technique that the novel translator used. Of the 8 data that the authors found. From the reduction results obtained 1 noun + noun collocation, 6 noun + verb collocation, and 1 adjective + noun. While the translation technique found 6 data, namely generalization, compensation, amplification, modulation, literal translation, and description. The difference in collocation between Japanese and Indonesian is one of the challenges for Indonesian translators.
 Keywords: collocation, type of collocation, technique translation.

Exploring Collocations in EFL Textbooks and Providing Teaching Guidelines

This study aimed to analyze the most common collocation types found in seventh- through ninth-grade English textbooks. 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 the three textbooks collectively have only 9% collocations out of the vocabulary found in them. Besides, Band II of the Revised English Curriculum of the Ministry of Education (2013), which includes all possible collocations for intermediate -level learning, has only 1% collocations out of the whole band of vocabulary.

The Analysis of Collocations Used in The Film Entitled “Rambo: Last Blood” By Adrian Grunberg

The Analysis of Collocations Use the Film Entitled "Rambo: Last Blood" by Adrian Grunberg."Collocation is a combination of words in a language that occurs very often and more often than by chance. This study aimed to discover the types of collocations used in the film "Rambo: Last Blood" by Adrian Grunberg. Moreover, to find out the dominant type of Collocation in the Collocation of the film entitled: "Rambo: Last Blood" by Adrian Grunberg. This study used a qualitative descriptive method to analyze data, a collocation in the film's subtitle. The data source in this study is the subtitled transcript of the film “Rambo: Last Blood "by Adrian Grunberg, which was taken from the translation of the Netflix application. The data in this study are English collocations in the film subtitle "Rambo: Last Blood” and its translation into Indonesian in phrases. The result shows that the maximum percentage is 70% and the minimum percentage is 30%. It can be concluded that the dominant type of collocation results in the Collocation of the film entitled: "Rambo: Last Blood" by Adrian Grunberg is Lexical Collocation with a presentation result of 70%. So the dominant Collocation that was used in the film "Rambo: Last Blood" by Adrian Grunberg is Lexical Collocation (70%) because it showed a significant presence.

Семантический аспект деконструкции морали (на материале немецкого языка)

The study aims to determine the semantic features of the transforming morality and its discourse. The scientific novelty of the work lies in the author’s approach to identifying and describing the semantics of morality and moral discourse, taking into account the most typical collocations of the keyword ‘Moral’ acting as a subject. As a result of the study, it was found that metaphors, metaphtonymies and intertextuality serve as the semantic markers of the transforming morality as a subject in the type of discourse under consideration. The analysis of examples of moral discourse, in which ‘Moral’ acts as a subject, has shown that intertextuality is manifested in the use of precedent phenomena in moral discourse referring to moral issues. Aphorisms can undergo formal transformations and receive occasional components without changing the negative axiological vector of moral discourse. It is determined that the sports metaphor ‘auf der Strecke bleiben’, which is based on the metaphorical model LIFE is A SPORTS COMPETITION, is actualised in moral discourse. The conceptual vector of rivalry reflects the real worldview and the place that morality occupies in it: morality appears as a loser, a player who has lost the race, who has conceded victory to politics, art, profit and economic progress. The metaphtonymies ‘Moral verlangt’, ‘Moral herrscht’ have negative evaluativeness. Metaphors and metaphtonymies in moral discourse emphasise the secondary nature of morality at the present stage of societal development.

The Lexical Features of Types of Linguistic Collocations: A Study with Special Reference to Selected Public Administration Circulars in Sinhala and Their English Translations

The Lexical Features of Types of Linguistic Collocations: A Study with Special Reference to Selected Public Administration Circulars in Sinhala and Their English Translations

Examining collocations in EFL Textbooks and Providing Teaching Guidelines

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% collocations out of the vocabulary found in the textbooks is present in the three books, while only 1% is found in Band II of the Revised English Curriculum of the Ministry of Education (2013), which includes all possible collocations for intermediate level learners (from the seventh to the ninth grades). Implications for the classroom were drawn from the research.

Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English

Abstract This study, based on Jiang’s (2000. Lexical representation and development in a second language. Applied Linguistics 21(1). 47–77) bilingual lexicon model, investigates the learnability of collocations among 34 Japanese EFL learners and examines the influence of their L1 on such learning. An acceptability judgment task assessed the knowledge of three different types of collocations: English-only collocations that cannot be directly translated into Japanese (e.g., flat rate); congruent collocations that can be translated into Japanese without changing their meaning (e.g., cold tea); and Japanized collocations that are infelicitous in English, but felicitous in Japanese (e.g., yellow voice). After the task, participants translated the collocations and rated the difficulty on a four-point Likert scale. The relationship between the accuracy of these collocations and the translation difficulty rating scores was analyzed using mixed-effects logistic regression modeling to assess L1 influence. The results showed that with increasing L2 proficiency, learners tend to regard congruent and English-only collocations as acceptable, but even highly proficient learners did not fully reject the Japanized collocations. This suggests that as L2 proficiency increased, participants learned to accept felicitous collocations but did not learn to reject Japanized infelicitous ones. In addition, the influence of L1 was evident in English-only and Japanized collocations and could not be avoided by those with increasing proficiency.

Lexical Collocation Analysis in Master’s Student Reflective Writings

The study aims to explore lexical collocations in master’s student reflective writings by classifying the collocations and figuring out the strengths of the word combinations using the Mutual Information (MI) scores. As a corpus-based study, the Corpus of Contemporary American English (COCA) was employed by the researchers. Therefore, the MI score of each lexical collocation could be carefully gathered and compared. The result of the study showed six types out of seven types of lexical collocations found in students’ reflective writings. Among the combinations, the noun and verb combinations were the most commonly found. The summarized data revealed that the number of word combinations with a stronger association was higher than the number of word combinations with a less significant association. Being get used to various English language inputs, the students were able to possess a wide range of lexical collocation repertoire and produce writings containing various word combinations with the significant association.

An Error Analysis of Prepositional of Collocation in Thesis of English Education Department IAIN Bukittinggi

This study is a quantitative descriptive study aimed at describing the types of prepositional collocations found in 30 samples along with their frequency of occurrence. The sample for this study was taken by collecting 294 theses for alumni majoring in English and then 30 theses were taken randomly. The results showed that the type of collocation presented was grammatical collocation in prepositions. The grammatical types of prepositions are adjective total is 2658. The most frequent collocations are collocations with 238 (8.95%) The total collocation error in the preposition is 1,32%. Based on the research result, the researcher found that there are 3 types of collocation error in preposition. The first types are ommision, the second types are addition and the last types are missinformation, the researcher did not find the missordering types for collocation error in preposition.

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.

COLLOCATIONS FOUND IN THE DIALOGUE TEXTS WRITTEN BY THE ELEVENTH GRADE STUDENTS OF MAN 1 KUDUS

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 XI MIPA 6 students of MAN 1 Kudus in the academic year 2021/2022. The writer had analyzed 13 dialogue texts written by the students who worked in a pair. The findings show that there are seven types of lexical collocation found, those are verb with preposition + noun/pronoun (8.93%), verb + noun (19.64%), adjective + noun (35.71%), noun + verb (1.79%), noun + noun (25%), adverb + adjective (1.79%), and verb + adverb (7.14%). Moreover, the percentage of the correct lexical collocations shows that the students have excellent skills in writing dialogue text using lexical collocations.

The Role of Collocations and Sociolinguistic Factors in Reading Comprehension Skills of L2 Turkish Primary School Students

This study examines the relative role of collocations (and its sub-types) and the effect of sociolinguistic factors on the reading comprehension skills of 4th-grade primary school students learning Turkish as a second language (L2). For this purpose, this study recruits L1 and L2 students from Başakşehir, Beylikdüzü, Fatih, and Esenler districts of Istanbul. The researchers collected data using the Language and Social Background Questionnaire (LSBQ) and a Reading Comprehension Test. The data were analyzed using statistical analyses such as the Independent Samples T-Test and the Independent Samples One-Way Variance Analysis (ANOVA) in the SPSS 22.0 package program. The study concludes that L1 students are more successful than L2 students in reading comprehension test with collocations. In terms of sub-types of collocations, L2 students are more successful in “restricted collocations” compared to other types. While L2 students' reading comprehension skills and success across collocation types are affected by sex, the language used while watching TV/video, and having technological devices such as tablet and computer; comprehension scores are not affected by the number of siblings, socioeconomic level, the language spoken by father within the home, and reading regularly. This study will significantly contribute to researchers, teachers, and policy-makers who are working with immigrant L2 students.

A Study of the Tone Rules in Antonymy Co-occurrence of Four-character Idioms

With quantitative analysis, this paper investigates the rules of tone and Ping-ze combination of the constituted morphemes in antonymy co-occurrence of four-character idioms. And it further analyzes the issues of four-character idioms regarding the constituted forms and tone modification. On the one hand, from the perspective of tone modification, four-character idioms generally comply with the regulation of four tone sequence, that is, “high and level tone, rising tone, falling-rising tone, falling tone”. AC and BD discriminate against same tone agreement; instead, they favor relevance of the distinct tones. Regarding Ping-ze combination, A mostly consists of level tones, and D of oblique tones. It indicates a tendency that oblique tones wind down when level tones arise. Meanwhile, the main trait of BD combination in level and oblique tones is that most cases are antithetical to each other, B is featured level tones, while D is oblique tones. On the other, there are altogether 16 types of Ping-ze combinations. Among them, the top three are “Ping Ping Ze Ze”, “Ze Ze Ping Ping”, and “Ze Ping Ze Ze”. These dominant collocation types have the characteristic of alternation of “Ping” and “Ze”. In light of the above, it suggests that it is unlikely to exchange the word sequence within the antonymy co-occurrence four-character idioms. In conclusion, the changing tones in antonymy co-occurrence four-character idioms are subject to and constrained by Ping-ze combination rules.

THE TREATMENT OF COLLOCATIONS IN ENGLISH TEXTBOOKS FOR VIETNAMESE STUDENTS

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 the frequencies of collocation types are not distributed proportionately. As for the mode of collocation presentation, targeted collocations and collocation exercises follow the best practices recommended in the literature to a certain extent and in some criteria; inconsistency, however, was found to be one of the shortcomings across those evaluation criteria. Pedagogical implications for teachers and textbook authors are discussed.