a study on the collocations of lexical verb do with vietnamese equivalents = nghiên cứu các kết hợp từ của động từ do và tương dương trong tiếng việt

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** ĐỖ THỊ NGỌC LAN A STUDY ON THE COLLOCATIONS OF

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

*****************

ĐỖ THỊ NGỌC LAN

A STUDY ON THE COLLOCATIONS OF LEXICAL VERB „DO‟ WITH VIETNAMESE EQUIVALENTS (Nghiên cứu các kết hợp từ của động từ „do‟ và

tương đương trong tiếng Việt)

M.A Minor Programme Thesis

Field: English Linguistics

Code: 60 22 15

HANOI - 2010

TABLE OF CONTENTS

ACKNOWLEDGEMENTS i

ABSTRACT ii

TABLE OF CONTENTS iii

INTRODUCTION 1

1 Rationale of the study 1

2 Aims of the study 2

3 Scope of the study 2

4 Methods of the study 3

5 Design of the study 3

CHAPTER 1: THEORETICAL BACKGROUNDS AND

LITERATURE REVIEW 5

1.1 English collocation 5

1.1.1 The origin of the word „collocation‟ 5

1.1.2 Definitions of collocation 5

1.1.3 The distinction between free compounds, idioms and collocations 6

1.1.4 Classification of collocation 8

1.1.4.1 In terms of frequent use 8

1.1.4.2 In terms of structure 8

1.1.4.3 In terms of strength 10

1.1.5 Characteristics of collocation 10

1.1.5.1 Collocations are arbitrary 10

1.1.5.2 Collocations are language-specific 11

1.1.5.3 Collocations are not necessarily adjacent 12

1.2 Theory of verbs 13

1.2.1 Definition 13

1.2.2 Classification 13

1.2.2.1 Auxiliary verbs 14

1.2.2.2 Semi-auxiliary verbs 15

1.2.2.3 Lexical verbs (full verbs) 15

1.2.3 The verb „Do‟ in English 15

1.2.3.1 The auxiliary „do‟ 15

1.2.3.2 The lexical „do‟ 16

1.3 Review of some previous studies of collocations 17

CHAPTER 2: COLLOCATIONS OF LEXICAL VERB “DO” WITH

VIETNAMESE EQUIVALENTS 20

2.1 Collocations of lexical verb „do‟ with Vietnamese equivalents 20

2.1.1 Form 21

2.1.2 Meanings 22

2.1.2.1 'Do' for general ideas 22

2.1.2.2 'Do' for –ing activities 23

2.1.2.3 „Do‟ for „an activity or a task‟ 24

2.1.2.4 „Do‟ for „business‟ 27

2.1.2.5 „Do‟ for „sport‟ 27

2.1.2.6 „Do‟ for „subjects of study‟ 29

2.1.2.7 „Do‟ in other cases 29

2.2 Summary 31

CONCLUSION 33

1 Recapitulation 33

2 Limitations of the study 33

3 Suggestions for further studies 34

REFERENCES 35

SOURCES OF DATA 38

PART I INTRODUCTION

1 Rationale of the study

Vocabulary in general plays an important role in any language as we cannot communicate without words British linguist Wilkins (1972:111) once stated “without vocabulary nothing can be conveyed” There is a common assumption that the more words a learner knows, the larger the learner‟s vocabulary knowledge is However, words are not used alone and separately but go with each other and depend on each other Words are combined into phrases There are free phrases and fixed phrases The latter often confuse learners because there are not any fixed rules for all the combinations English-as-a-second-language learners often have difficulties treating fixed phrases in their learning process That is why many learners cannot communicate fluently although they know a lot of words Therefore, the possible combinations of words or collocations have to be taken into consideration

Although collocation has become the subject of a linguistic study only recently, it arouses a growing interest in numerous linguists and is defined in various ways Accordingly, there is no exhaustive and uniform definition or categorization of collocation Therefore, it tends to be one of the most problematic and important area of vocabulary, especially for second language learners Hill (1999:5) goes so far as to suggest: “We are familiar with the concept of communicative competence, but perhaps we should add the concept of collocational competence to our thinking” He also claims that non-native speakers have problems “not because of faulty grammar but a lack of collocations” Along with Hill, McCarthy (1990:12) claims that “collocation deserves to be a central aspect of vocabulary study.” These pieces of evidence done can show the great importance of collocation in acquisition of a language The author would like to investigate the possibility of combining words into fixed expressions

As mentioned above, phrases are formed by words together Words in English are classified into different classes in which verbs have always been one of the most complex classes of words because verb, or rather, phrasal verb is the central to the structure of the sentence

According to Palmer (1965:1), “learning a language is, to a very large degree, how to operate the verbal forms, the pattern and the structure of the verb in that language” There is a question which need to be answer is that how verbs collocate with other classes of word A verb can collocate with a noun, a preposition, an adjective or even another verb Verb phrases are then created Investigating the combinations of verbs must be necessary for improving the students‟ knowledge and lessening their difficulties

As can be seen from the discussion above, collocation is a big area in linguistics Due to the constraints of time, the focus of this study is only on the collocations with the lexical verb

„do‟, a rather special and complex verb in English Since the research is carried out against the Vietnamese backgrounds, the corresponding Vietnamese equivalents are also provided The

research is so entitled “A study on collocations of lexical verb „do‟ with Vietnamese

equivalents”

2 Aims of the study

This study aims at investigating the collocations the lexical verb „do‟ in English This study is carried out to serve three major purposes:

- To give an overview of the concept of collocation with its main features, properties and classification

- To conduct an investigation into the collocations of lexical verb „do‟

- To give Vietnamese equivalents of collocations of „do‟

In order to get the above-aims, the following questions need to be addressed:

1 What are the meanings of „do‟ in a number of English collocations?

2 What are the Vietnamese equivalents of collocations with lexical verb „do‟ in corresponding contexts?

3 Scope of the study

This study is confined to the investigation into a very small aspect of vocabulary issue - the collocations of the lexical verb „do‟ in English The lexical „do‟ is chosen because „do‟ as an

auxiliary verb is limited in use for performing negative and interrogative sentences, or avoiding repetition or having emphasis function Meanwhile „do‟ as lexical verb has a number

of meanings when it collocate with other classes of word In other words, the lexical „do‟ can

be in different collocations with different meanings „Do‟ as a lexical verb can collocate with a noun, a preposition, an adjective or an adverb, etc Within the framework of an M.A minor programme thesis, the author has no ambition to cover all the kinds of collocation with the lexical verb „do‟, but only „do + noun‟ collocations, based on the common assumption that this

is the most frequent collocation of „do‟ and other kinds are less frequent in use and more often found in dictionaries Vietnamese equivalents of collocations of „do‟ will be later discussed through analyzing English – Vietnamese examples in different contexts

4 Methods of the study

In order to obtain the above-said aims, the study is carried out basically through the descriptive and qualitative methods The descriptive method is employed to give in depth and detailed description of collocations of lexical verb „do‟ in English The work starts with a review of existing study results on collocations to provide a better understanding of the topic Then different meanings of collocations of lexical verb „do‟ are described, and then examples are provided to illustrate the description The qualitative method is used in collecting data Collocations with the lexical verb „do‟ will be collected from different sources such as stories, books, magazines, journals, etc… then analyzed systematically to generalize the uses of these collocations In addition, a comparative and contrastive view is used to compare and contrast collocations of „do‟ and their equivalents in Vietnamese The method is, overall, both deductive and inductive

5 Design of the study

This study is composed of three main parts:

The first part, Introduction, states reasons for choosing the topic, the aims of the study with

the detailed methodology to gain these aims, the scope of the study and the organization of the study

The second part, Development, includes two chapters:

Chapter 1: features the review of related literature and the theoretical backgrounds for

the study, in which the collocation and the theory of verbs will be discussed The verb

„do‟ will be also identified in terms of grammatical characteristics in structures related

to „do‟

Chapter 2: presents and describes concrete cases of collocations with the lexical verb

„do‟ with their Vietnamese equivalents in corresponding contexts

The third part is the Conclusion summarizing the main ideas discussed in the previous parts,

showing the limitations of the study and providing the suggestions for further studies

PART II CHAPTER 1 THEORETICAL BACKGROUNDS AND LITERATURE REVIEW

1.1 English collocation

1.1.1 The origin of the word „collocation‟

The term „collocation‟ was first introduced by Firth (1957), a British linguist He was the first person to look lexis at its syntagmatic, left-to-right unfolding of language According to Firth (1957), the collocation is defined as a combination of words associated with each other, for

example to take a photo, to do homework, to play football The term „collocation‟ has it origin in the Latin verb „collocate‟ which means „to set in order/to arrange‟

1.1.2 Definitions of collocation

There are various definitions of collocation It will be noted that forming a precise definition is difficult because different linguists have different and conflicting definitions as what Bahns (1993:57) says: “Regrettably, collocation is a term which is used and understood in many different ways” Most of the researchers who define collocation agree that it is a lexical unit consisting of a cluster of two or three words Firth is widely regarded as the father of this term and we can see that most of the definitions are paraphrases of Firth‟s (1957:183) definition that collocations are “words in habitual company” This is a quite general definition Collocation, then, refers to expressions in which individual words habitually go together In

the case of verb, for instance, the verb make goes with some words and the verb do with other

words:

We made an agreement (NOT did an agreement)

I did my homework (NOT made my homework)

The definition of collocation will be made clearer by his followers - Sinclair (1966) and Halliday (1966) For Halliday, collocations are examples of word combinations; he maintains

that collocation cuts across grammar boundaries Sinclair (1966) introduces the following terminology: an item whose collocations are studies is called a „node‟; the number of relevant lexical items on each side of a node is defined as a „span‟ and those items which are found within the span are called „collocates‟

We can also find the definition of collocation in any dictionary In the Oxford advanced learner‟s dictionary of current English (1995:A4), Hornby gives examples of the words „thick‟ and „dense‟ We can talk about both „thick fog‟ and „dense fog‟ The meaning is the same But

we do not talk about a person having *‟dense hair‟ This combination just does not sound right, even through it would easily be understood „Dense‟ do not collocate with „hair‟ We can only talk about somebody having thick hair For him, collocation is the regular combination of words

Runcie (2002:vii) gives general definitions of collocation that collocation is the way words combine in a language to produce natural-sounding speech and writing Benson, Benson & Ilson (1986b:ix) understand and use this term:

“In English, as in other languages, there are many fixed, identifiable, non-idiomatic phrases and constructions Such groups of words are called recurrent combinations, fixed combinations, or collocations Collocations fall into two groups: grammatical collocations and lexical collocations”

Thus, for him, collocation is defined as specified, identifiable, non-idiomatic, recurrent combinations Two kinds of collocations: grammatical and lexical ones will be analyzed in the near following part This definition is clearer with some properties and types of collocation

1.1.3 The distinction between free compounds, idioms and collocations

To attain a clearer understanding of collocations, it is helpful to try to distinguish them from

idioms on the one hand and from free combinations on the other Apparently, collocations,

free compounds and idioms share one important feature in their form, that is to say they all refer to combinations of words that go together very often However, the case is that they differ from each other in both meaning and form

In terms of form, McCarthy (1990:14) claims that collocational items can be separated by several words while words of a compound are always syntactically bound to one another Such

is the case, for example, in make a decision We could separate make and decision with some

words:

He made an extremely important decision

On the contrary, as for compounds, we could never make any manipulation to change its word

order as in workshop Workshop could not be separated by a word of any kind We can see that

compounds function as a single unit while collocations remain a combination of words even if these words go together with very high frequency The collocational relationship, according to McCarthy, could appear in a variety of syntactic realizations as shown in the following examples:

They reject my appeal

The rejection of his appeal was a great shock

Looking at idioms, Bolinger (1975:53) argues that some idioms are virtually unchangeable; others follow a limited amount of manipulation McArthur (1992:232) agrees with Bolinger

when he makes the point that idioms are often fixed in form It can rain cats and dogs but never *dogs and cats According to them, collocations are looser groupings than idioms Collocational items can be contiguous as with head and ache in headache or proximate to each other as with cat and purr in „The cat was purring‟

In terms of meaning, Benson, Benson & Ilson (1986a:252-53) use combinations with the noun

murder to illustrate the main distinguishing features of the three categories The least cohesive

type of word combination are the so-called free combinations The noun murder, for example, can be used with many verbs (to analyze, boast of, condemn, discuss, (etc.) a murder), and these verbs, in turn, combine freely with other nouns Idioms, on the other hand, are relatively

frozen expressions whose meanings do not reflect the meanings of their component parts An

example containing the noun murder would be to scream blue murder („to complain very

loudly‟) Between idioms and free combinations are loosely fixed combinations (or

collocations) of the type to commit murder The main characteristics of collocations are that

their meanings reflect the meaning of their constituent parts (in contrast to idioms) and that they are used frequently, spring to mind readily, and are psychologically salient (in contrast to free combinations) There are, however, „transitional areas‟ (Cruse, 1986:41) between free combinations/collocations and collocations/idioms

1.1.4 Classification of collocation

There are many different ways to classify the collocation The classification in terms of frequent use, of structure and of strength is described as follows:

1.1.4.1 In terms of frequent use

Sinclair (1991) divides collocation into two categories: the „upward‟ and „downward‟ collocations The first group consists of words more frequently used in English than they are

themselves, e.g back collocates with at, down, from, into, on, all of which habitually collocate with words that are less frequent than they are, e.g words arrive, bring are less frequently occurring collocates of back Sinclair makes a sharp distinction between those two categories

claiming that the elements of the „upward‟ collocation (mostly prepositions, adverbs, conjunctions, pronouns) tend to form grammatical frames while the elements of the

„downward‟ collocation (mostly nouns and verbs) by contrast give a semantic analysis of a word These two terms are called respectively significant and casual collocations

1.1.4.2 In terms of structure

Benson, Benson & Ilson (1977) divide collocations into two groups: grammatical and lexical collocations The first category consists of the main word (a noun, an adjective, a verb) plus a preposition or „to-infinitive‟ or „that-clause‟ and is characterized by eight basic types of collocations:

e.g We reached an agreement that she would represent us in court; He took an oath that he would do his duty

e.g She was afraid that she would fail, It was imperative that I be here

G8 = 19 different verb patterns in English

e.g verb + to-infinitive (they began to speak), verb + bare infinitive (we must work) and other

Lexical collocations do not contain prepositions, infinitives or relative clauses but consist of nouns, adjectives, verbs and adverbs This group is of seven types as follows:

L1 = verb (which means creation/action) + noun/pronoun/prepositional phrase

e.g come to an agreement, launch a missile L2 = verb (which means eradication/cancellation) + noun

e.g reject an appeal, crush resistance L3 = [adjective + noun] or [noun used in an attributive way + noun]

e.g strong tea, a crushing defeat, house arrest, land reform L4 = noun + verb naming the activity which is performed by a designate of this noun

e.g bombs explode, bees sting L5 = quantifier + noun

e.g a swarm of bees, a piece of advice L6 = adverb + adjective

e.g hopelessly addicted, sound asleep L7 = verb + adverb

e.g argue heatedly, apologize humbly

1.1.4.3 In terms of strength

In terms of strength of collocation, it is worth noting that it is not reciprocal, which means that

the strength between the words is not equal on both sides, e.g blonde and hair Blonde collocates only with a limited number of words describing hair colour whereas hair collocates with many words, e.g brown, long, short, and mousy It happens very often that the bond between the words in unilateral, e.g in the phrase vested interest, vested only ever collocates with interest but interest collocates with many other words

According to Lewis (2000), there are very few „strong‟ collocations and he makes a distinction

between „strong‟ collocation e.g avid reader, budding author; „common‟ collocation which makes up numerous word combinations, e.g fast car, have dinner, a bit tired and „medium

strong‟ one, which in his view account for the largest part of the lexis a language learner

needs, e.g magnificent house, significantly different Sharing the view with Lewis, Hill (1999)

adds one more category – „unique‟ collocation In his article, Hill (1999:25) divides collocations into four kinds: unique collocations; strong collocations; weak collocations and

medium-strength ones To foot the bill, shrug one‟s shoulders are the examples of the unique collocations These are unique because foot (as a verb) and shrug are not used with any other

nouns

1.1.5 Characteristics of collocation

In discussion of the nature of collocation, the author bases on her knowledge with reference to the linguists‟ works to generalize what characteristics collocation has in common Generally, collocation has three major features as follows

1.1.5.1 Collocations are arbitrary

A question often raised by speakers of English as a foreign language is what underlies native speakers‟ choice of words or why they choose one word among a list of possibilities to combine with another so often that they become collocation Lewis (1997) points out that collocation is not determined by logic or frequency but is arbitrary, decided only by linguistic

convention In the first characteristic, words are not often combined with each other at random Collocation cannot be invented by a second language user A native speaker uses them instinctively

According to Gairns & Redman (1986:37), a statement on collocation is never absolute As they maintain, lexical items may co-occur simply because the combination reflects a common

real world state of affairs Such is the case, for instance, pass and salt which collocate since

people want others to pass them the salt However, they added, there may exist in collocation

an element of linguistic convention or native speakers‟ habitual preferences in their choice of words among a number of possibilities It is because lexical collocations bear linguistic convention that joining together semantically compatible parts does not always produce a

typical collocation A native English speaker, for example, would say „the lion roared‟ rather than bellowed

Sharing the point of view with Gairns & Redman, McCarthy (1990:14) states that knowledge

of collocation is “a question of typicality” The notion of typicality is important, for without it

we could not recognize untypical collocations, which are part of the creativity and the imaginative dimension we find in literature

Definitely, there is no rule of collocation and it is difficult to group items by their collocational properties Thus, they are best dealt with isolation as they arise or depending on notion of typicality to decide what acceptable and unacceptable collocations are

1.1.5.2 Collocations are language-specific

As discussed earlier, the thing mat matters is that the way words are chosen to combine together is conventional and lexical collocations in English bear their own linguistic convention Larson (1984:141) describes that English, like other languages, interprets the physical worlds in its own way and has it own convention; therefore, it governs different collocability of words Therefore, learners have difficulties when acquiring knowledge of collocational appropriacy “in cases where collocability is language-specific and does not seem solely determined by universal semantic constraints” (McCarthy, 1990:13) English collocations are therefore specific to the English language itself The fact is that what is

perfectly acceptable collocation in one language may be unacceptable in another Take the

case of the verb làm in Vietnamese as an example Vietnamese speakers say làm bánh and làm

bài tập with the same verb làm but their equivalent meanings in English are make a cake and

do the homework by using two different verbs do and make Then, phrases such as *do a cake

and *make the homework is unacceptable Also, instead of saying ride bicycle, Vietnamese learners sometimes says *go bicycle because đi xe đạp is totally correct in Vietnamese

In brief, an acceptable collocation is not always made by joining semantically compatible parts The ability of a word to combine with another is restricted by linguistic convention specific to the English language itself which is highly unlikely to totally overlap with any other languages

1.1.5.3 Collocations are not necessarily adjacent

According to McCarthy (1990:14), collocations can be contiguous or proximate, not necessarily adjacent He presents that the collocational relationship still applies, even though several words may separate the collocating items The following extracts from a newspaper report concerning a planning application for a new shopping centre who collocation at work over clause-boundaries:

“The study of planning appeals for similar centres in the past, most of which were rejected, suggests that the furniture is more hopeful for developers… Now that the Secretary of State for the Environment has said that applications should be approved unless there are good reasons against them, many more should succeed.”

The collocational relationship between reject and appeal; application, approve and succeed,

as he argues, is strong, despite the intervening words The relationship could appear in a variety of syntactic realizations:

1 They rejected my appeal

The rejection of his appeal was a great shock

2 My application succeeded

She made a successful application

Getting our application approved took ages

You have to submit your application for approval

Consequently, this causes difficulty to non-native speakers of English in recognizing collocational patterns when reading or listening

1.2 Theory of verbs

1.2.1 Definition

In most languages, verbs are part of speech expressing existence, action, or occurrence According to Richards et al (1992:398), a word is a verb when it satisfies these following criteria:

a) Occurs as part of the predicate of a sentence;

b) Caries markers of grammatical categories such as tense, aspect, person, number, and mood; and

c) Refers to an action or state

For general definition, words that express the idea of an action or being that affirm that a person, or a thing is, does, suffers something… are called verbs Verb is the most important part of the speech in the great majority of the sentences

1.2.2 Classification

There are different ways to classify verbs The precise classification of the verbs depends on the total analysis In this thesis, the classification of which verbs are divided into auxiliary and lexical verbs shall be applied, which would be convenient to understand and distinguish „do‟

as both auxiliary and lexical verb

According to Quirk et al (1972:69) and Biber et al (1999:358), there are three major classes

of verbs: auxiliary verbs, semi – auxiliary verbs, and lexical verbs (also called full verbs or main verbs), which are shown in the diagram below:

These classes are distinguished by their roles as main verbs and auxiliary verbs

1.2.2.1 Auxiliary verbs

Auxiliary verbs may be defined, as their name indicates, as “helping verbs” since they have no independent existence as verb phrases but only help to make up verb phrases They must compulsorily be followed by a lexical verb and are structurally necessary for certain constructions, especially negatives and questions Auxiliary verbs are a small class of verbs,

made up of primary auxiliaries like do, have and be and modal auxiliaries (or modals) like

can, may, must, etc

E.g I don‟t know what you mean

Do you like football?

1.2.2.2 Semi-auxiliary verbs

Semi-auxiliary verbs are those that combine with other verbal forms with regular rules of occurrence

co-E.g They have to go outside to eat

1.2.2.3 Lexical verbs (full verbs)

Lexical verb is a verb that denotes an action or state One verb is considered a lexical one if it has five forms which will be detailed in the next part Lexical verbs comprise an open class of words that function only as main verbs Consider the following sentences:

Tim‟s mother met his teacher at school

What did Miss Jackson give Tim‟s mother?

He didn‟t improve his Spanish grammar

The verbs meet, give and improve in these sentences are called lexical verbs or full verbs

1.2.3 The verb „do‟ in English

„Do‟, like „have‟ and „be‟, can be used both as an auxiliary verb and a lexical verb It is the most neutral of all the auxiliaries It has no individual meaning but serves as an operator for the formation of the interrogative and the negative of the present simple and past simple tenses and also for emphasis or to convey a coherent style

There is also a lexical verb „do‟ which has the full range of forms including the present

participle doing and the past participle done

1.2.3.1 The auxiliary „do‟

As an auxiliary verb, „do‟ is the most neutral or “auxiliary like” of all the auxiliaries and has the following forms:

Form

Non-negative Full negative Contracted negative

Present do / does do not / does not don‟t / doesn‟t

(Quirk R et al., 1972: 77) The auxiliary „do‟ is used to avoid repetition of a previous ordinary verb (pro-form), to form negative and interrogative sentences

E.g.: He sings better than you do (He sings better than you sing)

Many people like a cup of coffee after they get up in the morning My father does

(It means “My father likes a cup of coffee after he gets up too”)

He doesn‟t answer when we call

Do you smoke? – Yes, I do (or No, I don‟t)

„Do‟ also has the function of emphasis where the verb is simple present, simple past or imperative

E.g.: He does not come even though he has promised

You do look nice today!

Do sit down! He did say he would be here at six

Do have another cup of tea

1.2.3.2 The lexical „do‟

As other lexical verbs, „do‟ has five forms as follows:

Form

Symbol

Base form

-s form Past

form

-ing particip

le

-ed partici ple

examples

They did all their homework

We are doing our

homework

I have done all my

homework

Lexical verb „do‟ can be used to perform an activity or task

E.g.: At the weekend, I stay at home and I did a lot of work around the house I took down

the curtain, washed them and cleaned the windows

You have to do all the homework the teacher assigned

What are you doing? – I am learning English

In most cases, „do‟ is used in fixed expressions and idioms The later part will discuss about the uses of lexical verb „do‟ in fixed expressions when it collocates with a noun/noun phrase

1.3 Review of some previous studies of collocations

In deed, the term „collocation‟ is known very early, along with the language itself At the beginning, this issue has been neglected in teaching and learning vocabulary for English foreign language students The vocabulary was being learnt and taught only with the words in isolation However, with the development of society and that of pedagogical methodology as well as with the learners‟ needs, there have been several studies of English collocations in the field of English-as-a-foreign-language (EFL) teaching There are many linguists deal with the notion of collocations and its importance in vocabulary acquisition and teaching process such

as Firth (1957), Gairns & Redman (1986), Halliday (1966), Sinclair (1966), McCarthy (1990), Hill (1999)… Studying collocations is an interesting topic, touching on the key issue of what students really need to learn Clearly, any student who wishes to communicate like native-speakers will have to come to terms with the challenge of collocation However, as you hint,