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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI THO AN INVESTIGATION INTO THE FREQUENCY OF THE USE OF COLLOCATIONS IN STUDENTS’ WRITING AT SOME HIGH SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2016 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN THI THO AN INVESTIGATION INTO THE FREQUENCY OF THE USE OF COLLOCATIONS IN STUDENTS’ WRITING AT SOME HIGH SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRAN QUANG NGOC THUY, Ph.D HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ NGUYỄN THỊ THƠ ĐIỀU TRA MỨC ĐỘ SỬ DỤNG THƯỜNG XUYÊN CÁC CỤM TỪ CỐ ĐỊNH TRONG BÀI VIẾT CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG Ở QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS TRẦN QUANG NGỌC THÚY HUẾ, 2016 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Nguyen Thi Tho Date: ………………………… i ABSTRACT When writing in English, some Vietnamese students often translate word-byword from Vietnamese into English However, Vietnamese and English have different sets of vocabulary and rules of grammar In many cases, students use certain expressions without knowing about collocations This research investigated the frequency in the use of collocations in students’ writing at some high schools in Quang Tri Province Sixty paragraphs written by high school students in a writing test were collected for analysis The test was designed using Oxford Collocation Dictionary, including gap-filling, multiple choices and writing a short paragraph Also, the students were given a Likert scale questionnaire with 10 statements about how they used collocations Besides, the researcher interviewed some students and teachers from the same high schools where the students having taken the questionnaire studied The findings indicated that the most frequently used collocations in writing belonged to the lexical collocations, which consist of combinations of verb and noun, adjective and noun, adverb and adjective, verb and preposition These types of collocations were also the most frequent collocation errors The findings also revealed some main reasons for those errors including the interference of the students’ mother tongue, their limitation of vocabulary and collocational knowledge and the effect of their bad habit in learning vocabulary ii ACKNOWLEDGEMENT In this research, I would like to thank my supervisor, Dr Tran Quang Ngoc Thuy, for her enthusiastic help and guidance The present study would not have been positive without her assistance In addition, I would like to send my special thanks to the students who participated in my questionnaire survey and interviews Their contribution plays an important role in my research iii TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF ORIGINAL AUTHORSHIP i ABSTRACT ii ACKNOWLEDGEMENT iii TABLE OF CONTENTS iv CHAPTER I INTRODUCTION 1.1 Rationale of the study 1.2 Scope and purpose of the study 1.3 Research questions .3 1.4 Significance of the study 1.5 Organization of the study .3 CHAPTER II LITERATURE REVIEW .5 2.1 Introduction 2.2 Overview of collocations .5 2.2.1 Origin of the term “collocation” .5 2.2.2 Definition of collocations 2.2.3 Types of collocations 2.3 Pedagogical issues on collocations in EFL writing 10 2.3.1 The importance of collocations .10 2.3.2 The difficulties of using collocations for students 12 2.3.3 The frequency of the use of collocations in writing 15 2.4 The use of collocations in students’ writing .15 2.5 Teaching EFL writing at Grade 11 17 2.6 Summary 19 CHAPTER III RESEARCH METHODOLOGY 20 3.1 Introduction 20 3.2 Participants 20 iv 3.3 Method of the study 21 3.3.1 Data collection .21 3.3.2 Data analysis 24 3.4 Procedure of the study 24 3.4.1 Scoring 24 3.4.2 Examining students’ use of collocations in test papers and paragraphs .25 3.4.3 Analyzing data from questionnaires and semi-structured interviewand some paragraphs 25 3.5 Summary 25 CHAPTER IV RESULTS AND DISCUSSION 26 4.1 Introduction 26 4.2 Results 26 4.2.1 Frequency of students’ use of collocations in writing 26 4.2.2 Frequent collocation errors in writing test 35 4.2.3 Reasons for students’ collocation errors 39 4.3 Discussion 47 4.4 Summary 51 CHAPTER V CONCLUSION AND IMPLICATIONS .52 5.1 Conclusion 52 5.2 Implications 53 5.3 Limitations of the study .54 5.4 Suggestions for further research .54 REFERENCES 56 APPENDICES 65 v LIST OF TABLES Table 1: Tests used for data collection 23 Table 2: Rate of using collocations in writing 26 Table 3: Frequency of use of “Verb + Noun” collocations 29 Table 4: Frequency of use of “Verb+Preposition” collocations .29 Table 5: Frequency of use of “Adjective + Noun” collocations .29 Table 6: Frequency of use of “Adverb + Verb” collocations 30 Table 7: Frequency of use of “Preposition + Noun” and “Verb+ Adjective” collocations 30 Table 8: Frequency of use of “Quantifier + Noun” collocations 30 Table 9: Frequency of use of “Adverb+Adjective” collocations 30 Table 10: Frequency of use of “Adjective+Preposition” collocations 31 Table 11: Frequency of use of “Noun + Preposition” collocations 31 Table 12: Frequency of use of “Noun+Noun” collocations 31 Table 13: Frequent use of types of collocations in writing .32 Table 14: Frequent collocation error types in writing .35 Table 15: Most frequent verbs in collocations and collocation errors 36 Table 17 11th grade students’ Learning Capacity at Hai Lang high school 39 Table 18: Mark of collocation tests of 11th grade students at Hai Lang high school .40 Table 19: Student’s agreement to statement 41 Table 20: Student’s agreement to statement 42 Table 21: Students’ agreement to statement 42 Table 22: Students’ agreement to statement 43 Table 23: Students’ agreement to statement 10 43 Table 24: Students’ agreement to statement 45 Table 25: Students’ agreement to statement 46 vi CHAPTER I INTRODUCTION This chapter presents the rationale for the study Then, the aims of the study are also provided followed by the significance and the scope of the study Finally, the structure of the study concludes the chapter 1.1 Rationale of the study Moras (2001) stated that the main purpose of teaching and learning a language is to enable learners to use the language in communication Also, writing is an important factor that helps learners to communicate effectively and exactly However, writing has always been demanding and difficult for L2 learners CelceMurcia and Olshtain (2000, p 141) claimed that even skilled L2 learners have problems in writing One of those problems is the use of collocations (Brashi, 2005; Prastuti, 2008) In most lessons, teachers only teach words by words, which make learners unable to see the language features beyond the word level and the close relationship of the words co-existing in the phrases This makes learners fail to properly use the phrases in natural ways in writing as native speakers Collocations have significant effects on developing students’ writing ability; however, they give many challenges to not only teachers but also learners to use Crystal (1992) stated that collocations cause difficulty in mastering L2 languages Halliday and Hassan (1976) called collocations the most difficult part of lexical learning In most classes, learners know the individual words, so in these circumstances, they may need to learn about putting them together according to the standard of collocations According to Hill (2000), “students with good ideas often lose marks because they not know the four or five most important collocations of a keyword that is central to what they are writing about” (p 5) In this particular research, I intend to analyse the frequency of the use of collocations, which made up much of written and spoken corpora The reasons why I have chosen this particular aspect of the collocation as the focus of this research are various Firstly, collocations, which are assumed to make up 70 % of everything When combining courses with collocation teaching, instructors’ priority is to help students acquire collocations The methods include, for example, providing new words in a collocation form, adopting books that include collocations, training students to observe and note collocations in reading texts, encouraging students to collect their collocations for future use In relation to keeping collocations for future use, Woolard (2000) suggested students to collect words from their own topics of interest This would increase students’ motivation to learn collocations and make good use of collocations in their essays, which also helps students to record and memorise words more systematically 5.3 Limitations of the study Some limitations of this study were identified as follows: The subjects are limited to a small number of students in a school which could not represent all teaching and learning situations Since the subjects in this study are learners with strong learning motivation, it should include more students from different schools and at different language levels The data collected in this study are only a part of the students’ performance If the data in other courses could be gathered, a more comprehensive observation on students’ usage of collocations can be done 5.4 Suggestions for further research Further research in the field of collocations could continue the study using the following ideas: This study focused on students’ lexical collocational competence; further studies might wish to consider the students’ ability with grammatical collocations Thus, we can have a clearer and complete picture of EFL students’ collocational knowledge Future study could also investigate the relationship between EFL students collocational competence and their academic success It would be of great value to understand whether or not collocational knowledge helps students to 54 increase their academic achievement The result of such a study would shed some light on the development of college students’ collocational competence It is also suggested to look into the impacts of certain teaching methods For example, it is worthy to study the merit of a deductive approach to different types of collocation learning and production 55 REFERENCES Aghbar, A A (1990, October) Fixed expressions in written texts: Implications for assessing writing sophistication Paper presented at a meeting of the English Association of Pennsylvania State System Universities (ERIC Document Reproduction Service 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A provide B give C teach D make Susan ………… a lot of money on travelling A gave B made C got D spent She …………… attention to what I told her and started working harder A had B paid C took D made Don't forget to take …………… your shoes before you come in! A on B over C off D out Nowadays, There are live ………… and Karaoke competitions in the pub A music B song C program D concert If you practice regularly, you can learn this language skill in short …of a time A period B aspect C arrangement D activity 10 I wonder if you could ……….me a small favour, Tom? A bring B make C give D.do 11 “How was your exam?” “A couple of questions were tricky, but on the ……it was pretty easy.” A spot B hand C whole D general 12 The investment has had ……… on the development of our project A results B progress 66 C interruptions D effects 13 He kindly offered to …………me the way to the station A explain B direct C describe D show 14 “Can you read that sign?” “Just a minute Let me ………… my glasses” A put off away B put on C put with D put 15 Eve was born in the South, but she grew ………… in the North A up B on C about D at 16 Have you figured ………….how to solve the problem yet? A out B on C in D of 17 Ask David to give you a hand moving the furniture He’s as strong as ……… A an elephant B a mountain C a gorilla D a horse 18 Well, well, if it isn’t Kathy Lewis! You’re a sight for………… eyes! A old B blue C sore D crocodile 19 Every citizen can enjoy the same ………… to vote, to gain education and to work A authority B right C way D chance 20 When the police investigate a crime, they …………evidence such as fingerprints, hair, or clothing A look after B look up to C look for D look into PART 3: Write a short paragraph to tell about your own story you had experienced (120-150 words) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 67 QUESTIONAIRE I am a teacher studying Master in English at Hue University of Foreign Languages I am doing a research project on the FREQUENCY OF THE USE OF COLLOCATIONS IN STUDENTS' WRITING This questionnaire is designed to help me obtain data for my research project I highly appreciate your opinion which is apparently crucial to the completion as well as the quality of my paper Please return the completed questionnaire Thank you for your cooperation Indicate the degree to how you use collocations in writing statements Strongly disagree (1) I often look up collocations before writing My most errors in writing tests is collocation because I don’t know which words are used together The problems in using collocation are that the students don’t memorize the whole phrases, but they only remember word by word separately I only write what I think without any knowing if they are collocation or not The teachers always give us collocation in class I often practice doing collocation tasks at home before a test I usually use collocation in writing only as my habit and inertia, not what I know I always try to use as much as collocation in my writing I think collocation makes my writing better and more productive 10 My collocation errors are the combination of verbs and nouns 68 Disagree Neutral Agree (2) (3) (4) Strongly agree (5)