ĐẠI HỌC QUỐC GIA HÀ NỘI VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT THE ESSENCE OF COLLOCATION AND ITS IMPLICATIONS FOR TEACHING ENGLISH WRITING SUBJECT SEMANTICS (Final Assignment) Name Dương Thị Tâm Class K18 English C Lecturer Dr Hà Cẩm Tâm Deadline of submission 28th June 2010 HANOI–JUNE 2010 The Essence of Collocations and its Implications for Teaching English Writing Table of content Page PART 1 INTRODUCTION 2 1 1 Rationale.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT THE ESSENCE OF COLLOCATION AND ITS IMPLICATIONS FOR TEACHING ENGLISH WRITING SUBJECT: SEMANTICS (Final Assignment) Name: Dương Thị Tâm Class: K18-English C Lecturer: Dr Hà Cẩm Tâm Deadline of submission: 28th June 2010 HANOI–JUNE 2010 The Essence of Collocations and its Implications for Teaching English Writing Table of content Page PART 1: INTRODUCTION 1.1 Rationale of the study 1.2 Scope of the study 1.3 Method of the study 1.4 Research questions PART 2: LITERATURE REVIEW 2.1 Definitions of collocations 2.2 Classification of collocations 2.3 General characteristics of collocations 2.4 Relationship between collocations and writing PART 3: SOME IMPLICATIONS FOR TEACHING ENGLISH WRITING PART 4: CONCLUSION REFERENCES 10 PART 1: INTRODUCTION 1.1 Rationale of the study Collocational deficiency is a common phenomenon in learner English Language learners often fail to choose the correct combination of two or more words due to their unawareness of collocational properties They are apt to adopt lexical simplification strategies such as using a synonymous or mother tongue influenced expressions It is noticeable that most learners are not very good at applying collocation in writing because they not have full understanding of collocation and its importance Therefore, it is essential that we should have an insight into the characteristics of collocations in order to use and apply it accurately and properly in writing I would like to conduct a review to focus on the nature of collocations and its implications for teaching English writing in the classroom 1.2 Scope of the study This is a small study to concentrate on the nature of collocations and some suggestions to teach writing in classroom 1.3 Method of the study The study is carried out based on the following steps: Seek, collect and Analyze Synthesize Generate select materials documents documents conclusion/implication s 1.4 Research questions I intend to conduct this study with two research questions bearing in minds: 1) What are collocations? 2) What are the suggestions of collocations could be proposed for English writing teaching? PART 2: LITERATURE REVIEW 2.1 Definition of collocations In fact, there seems to be no consensus as to the exact definition of collocations which widely varied from one linguist to another depending on one’s orientation and the paradigm he subscribed to Nevertheless, one factor to these definitions is the explicit statement of the relationship between one lexeme and another and how they combine to form a collocation The term was first used by Firth (1951) To him, ‘collocation is the company the words keep together’ Leech gives out a more comprehensive definition of collocation He presents that collocative meaning consists of the association of a word acquire on account of the meaning of words which tend to occur in its environment According to Benson, ‘In English as in other language there are may fixed, identifiable, non-idiomatic phrases and constructions Such groups of words are called recurrent combinations, fixed combinations or collocations’ He illustrates the examples of murder and its collocations: Commit, investigate, describe and witness It is immediately recognized that the verb ‘to commit’ is more closely associated with murder than the three other verbs To commit a murder is far more fixed collocation than those with the other three verbs Jackson states that ‘collocation refers to the combination of words that have a certain mutual expectancy The combination is not a fixed expression but there is a greater chance than the likelihood that the words will co-occur.’ In brief, as long as we are aware of what collocations are, we will be likely to have better attention to how to use them properly in writing 2.2 Classification of collocations (based on the grammatical patterns) Adj + N e.g bright/ harsh/ intense/ strong light gentle/ relaxing/ soothing massage draft/ founding/ environmental charter deep/ gaping/ huge chasm Quantifier + N e.g a beam/ ray of light a chunk/ slice/ lump of cheese a bar/ slab of chocolate V+ N e.g cast/ emit/ give/ provide/ shed light join in/ sing chorus smoke/ draw on/ pull on cigarettes N+V e.g light gleams/ glows/shines banner flutters/ waves/ flies N+ N e.g a light source bankruptcy order/ proceedings Pre + N e.g by the light of the moon in a/ the bar into the/ between/ with agreement N + Pre e.g the light from the window battle against/ for/ between V + Adv e.g choose carefully beam broadly/ positively/ happily beg practically/ humbly/ silently V+V e.g be free to choose V + Pre e.g choose between two things beg for/ from blame for/ on V + Adj e.g make/ keep/ declare something safe be/ seem/ consider sth blasphemous be/ seem/ sound breezy Adv + Adj e.g perfectly/ not entirely/ environmentally safe absolutely/ totally/ utterly brilliant slightly/ rather/ uniformly brown Adj + Pre e.g Safe from attack brown from/ over/ across your * Notes: N: noun; V: verb; Adj: Adjective; Adv: Adverb; Pre: Preposition; 2.3 General characteristics of collocations Collocations can be described in a number of ways One way of thinking about them is in terms of "fixedness" - in other words, the degree to which you can vary the basic pattern and still have a collocation We can only define the fixedness or unfixedness of collocations in terms of a continuum - all we can say is that some are more fixed than others but we can't make a neat dividing line between "fixed" and "unfixed" A very fixed collocation is one in which the pattern has very few expected variations So, for example, the phrase "kick the bucket" is an idiom, a relatively fixed collocation meaning "to die" While we could substitute nouns and verbs in this sentence and get other meaningful sentences (e.g "kick the door", "lift the bucket"), the word combinations in these other sentences are no longer cohesive patterns in the way that "kick the bucket" is Like "kick the bucket", most collocations which are very fixed form a particular expected meaning rather than a structure Less fixed collocations are often more structural - common patterns that help structure a sentence but don't carry as much specific meaning by themselves For example a less fixed collocation might be something like: It's not important to be able to classify collocations according to their exact degree of fixedness However, it probably is helpful to know that some collocations are more fixed than others: if you recognize a collocation as very fixed, you can learn it as one item; if you recognize it as less fixed, you understand that there's a pattern there that you can use to build a collection of useful related phrases In conclusion, it is also helpful to pay attention to how collocations relate to the context around them In some cases, especially with structures and longer phrases, the use of a collocation depends very heavily on the situation in which it's used So for example, you probably shouldn't greet the president of the company you work for by saying, "What's up?" On the other hand, other collocations, like "get in a car" you can use almost anywhere 2.4 Relationship between collocations and writing Collocations have only begun to receive substantial attention In the field of teaching writing, the need for more research on collocations is clear More importantly, the correlation between the use of lexical collocations and learners’ of English writing fluency is far from completely understood However, we might see that a student equipped with good understanding of collocation and form the habit of applying collocation into their writing will have stronger language competence PART 3: SOME IMPLICATIONS FOR ENGLISH WRITING TEACHING Needless to say, by mastering the rule of collocation and its close relationship with writing, teachers should follow some main points to raise the students’ awareness to write up a better and more persuasive writing Firstly, acquisition of skills related to the correct use of collocations can be hastened “as a result of explicit instruction or consciousness-raising” (Ellis, 1997) Therefore, the most useful role for the teacher is to engage in consciousness-raising in encouraging learners to notice the correct use of collocations In other words, consciousness of learners regarding the importance of collocations should be raised during the process of acquiring the skills to use collocations Secondly, what non-English teachers need most in their classes is appropriate workbooks that contain a selection of collocations geared to the specific difficulties of learners with a particular mother tongue background Such teaching materials should allow the teachers to actually teach collocations, thus shortening the long and laborious process of acquiring collocational competence through years of studying, reading, and observing the language Thirdly, two factors regarding the characteristics of collocations should be given more attention One factor is the congruity and incongruity between the L1 and the L2 If teachers analyzed the incongruity between the languages, the teaching and acquisition of collocations would likely be conducted more effectively The other factor is a restriction in the scope That is, even though explaining the combinations of collocations is very difficult, many conventional collocations must be remembered in their original state Fourthly, the teaching of collocations should be considered equally important as the teaching and understanding of verbs The acquisition of L2 verbs is a most perplexing problem because the meaning of L2 verbs does not necessarily have an equivalent connotation as those in L1 according to their semantic context Finally, we should not learn collocations by intensive reading only; extensive reading should also be given priority Learners should be involved in extensive reading of works of literature written in English, thereby exposing them to a massive amount of vocabulary and new collocations priority Learners should be involved in extensive reading of works of literature written in English, thereby exposing them to a massive amount of vocabulary and new collocations PART 4: CONCLUSION Our brain tends to store language in chunks, rather than individual words Thus, when we speak or write, it is more efficient for us to remember and use phrases as chunks rather than constructing them one word at a time This increased efficiency promotes fluency The two main research questions have been answered to some extents We see that when it comes to writing, students are expected to show their strong 10 language competence and one way to judge is by looking at their appropriate application of collocations Therefore, teachers should always highlight the key features as well as the importance of collocation and put them in into practice to build students’ the capacity of using collocation in writing REFERENCES Benson, M., Bense, E and Lisons, R The B.B.I Combinatory of English, Amterdams, Benjamin, 1986 Ellis, N C 1997 Vocabulary acquisition: Word structure, collocation, wordclass, and meaning In: N Schmitt & M McCarthy, (Eds.), Vocabulary: 11 Description, acquisition and pedagogy Cambridge: Cambridge University Press Jackson, Howard, Words and their meanings, p.99, London, Longman, 1988 J.R Firth, “Modes of meaning” in “Papers in Linguistics”, London, Oxford University Press, 1951 Leech, Geoffrrey, Semantics, London, Penguin, 1974 Moira R , Oxford Collocations Dictionary for students of English, Oxford University Press, 2007 ...2 The Essence of Collocations and its Implications for Teaching English Writing Table of content Page PART 1: INTRODUCTION 1.1 Rationale of the study 1.2 Scope of the study 1.3 Method of the. .. attention In the field of teaching writing, the need for more research on collocations is clear More importantly, the correlation between the use of lexical collocations and learners’ of English writing. .. good understanding of collocation and form the habit of applying collocation into their writing will have stronger language competence PART 3: SOME IMPLICATIONS FOR ENGLISH WRITING TEACHING Needless