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Subtypes and Examples of Lexical Collocations
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Collocations have become one of the primary concerns in EFL teaching and learning. Several researchers have perceived the significance of collocations and the requisite of collocation teaching in EFL courses (Bonk, 2000; Tang, 2004; Mahmoud, 2005) .Hence, collocational knowledge is essential for EFL learners and collocation instruction in EFL cours...
Context in source publication
Context 1
... possible lexical collocational errors recognized in the students' writing will be underlined according to the seven subtypes of lexical collocations which are mentioned in table 1 below. The first six labels of subtypes are suggested by the BBI Dictionary of English Word Combinations (Benson et al, 1997) whereas the seventh 'noun+ noun' subtype recognized by Hausmann (1999) and Kinmes (2004) (in Hsu,2007. ...
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Citations
... Besides, Thai EFL learners also commit errors by using English words and phrases that have similar equivalents in Thai or adopting the synonym strategy. Likewise, results from other researchers also indicated the same reasons for lexical collocation errors (Bartan, 2019;Gitsaki, 1997, as cited in Setiarini, 2018Harta, 2021;Huang, 2001;Mahmoud, 2005;Ridha & Al-Riyahi, 2011;Shitu, 2015;Trng & Thao, 2021). ...
... Besides, lexical collocation errors can be traced back from other causes such as lack of collocation knowledge, overgeneralization of rules, approximation (Harta et al., 2021;Shitu, 2015), false concepts hypothesized, and ignorance of rule restrictions (Ridha & Al-Riyahi, 2011). False concepts hypothesized are due to the misunderstanding about the differences among words in the target language; for example, learners often use "make" and "do" interchangeably (ibid). ...
... Lexical collocation errors are discovered to derive from students' lack of collocation knowledge, the negative influence of L1, the use of synonyms, and approximation. The result corroborates previous studies (Bartan, 2019;Boonraksa & Naisena, 2022;Harta et al., 2021;Huang, 2001;Mahmoud, 2005;Ridha & Al-Riyahi, 2011;Shitu, 2015). However, the finding is inconsistent with Kuo's (2009) conclusion that students make the lowest rate of errors in L1 interference, indicating learners' great awareness of the differences between L1 and L2. ...
Writing requires practicing language by combining words, not using them separately. Accordingly, EFL learners commit errors in lexical usage or lexical collocations. Previous studies have highlighted the significance of collocations in writing and identifying lexical collocation errors, but few researchers have looked into this field in the Vietnamese context. Therefore, this paper investigates lexical collocation errors of Vietnamese EFL learners in their writing essays and their perceptions. 104 English majors at a private university in Vietnam participated in the study. Quantitative and qualitative data were collected, and essays and semi-structured interviews were research tools. The results show that Verb + Noun and Adjective + Noun are the two most common lexical collocation errors, which are attributed to learners’ lack of competence, negative transfer, synonym strategy, and approximation. The interview results suggest EFL learners do not understand collocations adequately, so there should be guidelines and instructions from teachers for better collocation practice.
... Out of all word classes or parts of speech in English, there are only four that can be combined to form collocations: adjectives; adverbs; noun; and verb. Several researchers (Hsu, 2010;Ridha & Al-Riyahi, 2011) claim that some subtypes of collocation can be formed naturally from the four word classes mentioned above: (1) Noun + verb, such as car crashes and ice melts; (2) Verb + noun/P or prepositional phrase for example, ----------------------------------------------------------------------------------------------------------Premise Journal Vo. 9 No 2, October 2020, e-ISSN: 2442-482x, p-ISSN: 2089-3345, page 143- (3) Adjective + noun, for example best friend and strong opposition; (4) Noun + of + noun, for example a surge of anger; (5) Adverb + adjectives, such as deeply offended; (6) Verb + adverb, for example badly damaged. ...
The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university's academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants' collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain-in delayed post-test. Recommendation is also discussed for Future directions of studies.
... First, there are studies which have focused on error analysis. For instance, Abdul Ridha and Al-Riyahi (2011) in an error analysis study analyzed 157 learnersˈ lexical collocation errors. The results indicated that most of the learners' errors were originated from transferring first language equivalent structures into second language structures. ...
This study investigated the impact of audio-visual input enhancement teaching
techniques on improving English as Foreign Language (EFL) learnersˈ collocation learning as
well as their accuracy concerning collocation use in narrative writing. In addition, it compared
the impact and efficiency of audio-visual input enhancement in two learning contexts, namely
traditional and mobile learning contexts. First, 120 homogenous intermediate EFL learners
were randomly divided into four groups, two experimental and two comparison groups. Next,
two pre-tests, a collocation and a paragraph writing test, were administered. The experimental
groups received enhanced target collocations through input enhancement teaching techniques
while in the comparison groups the “unenhanced” collocations were taught through
conventional simple vocabulary teaching method. After the treatment sessions, the researcher
administered two post-tests including a collocation and a paragraph writing. As the data
analysis suggested, with regards to the first research purpose, audio-visual input enhancement
positively affected EFL learners' collocation learning and enhanced their accuracy concerning
collocation use in narrative writing. Regarding the second purpose of the study, the results
revealed that, in comparison to traditional learning context, audio-visual input enhancement
teaching techniques were significantly effective in mobile learning context in terms of
collocation learning. The efficiency of audio-visual input enhancement teaching techniques was
not significantly different between the experimental groups in the two learning contexts in
terms of enhancing EFL learners‟ accuracy concerning collocation use. The findings of this
study can create awareness for second language teachers and learners about the critical and
beneficial role of input enhancement and mobile assisted language learning in successful
language acquisition and learning.
... In addition to recurrent evidence of poor collocation knowledge, the studies highlighted a number of important determinants of collocation competence, including intralingual factors (El-Dakhs, 2015a;Mahmoud, 2005), learners' creative production (Farghal & AlHamly, 2007), ignorance of collocation restrictions and use of ineffective strategies (Abdul Ridha & Al-Riyali, 2011;Abu Naba'h & Al-Share'h, 2011;Alzi'abi, 2017;El-Dakhs, 2015a) and deficient vocabulary stock (Alzi'abi, 2017). The studies also revealed specially problematic collocation patterns, including verb + noun, adjective + noun, noun + verb collocations (Abdul Ridha &Al-Riyali, 2011) andadverb + verb collocations (Alzi'abi, 2017) with verbal patterns exhibiting more difficulty than adjectival patterns (Dukali, 2016;Farghal & AlHamly, 2007). ...
Interest in second language (L2) collocation instruction studies is increasing because collocations constitute a major difficulty for L2 learners. The current study investigates the effect of textual enhancement on L2 collocation learning in a foreign language learning environment. To this end, a total of 137 Arab learners of English were divided into three groups; a textual enhancement group, a textual non-enhancement group and a control group. The treatment period lasted for 4 weeks during which the participants were repeatedly exposed to unfamiliar verb + noun and adjective + noun collocations (n=16) embedded in stories in four 45-minute sessions. Using a pre-test/post-test design, the results surprisingly showed a clear advantage for the textual non-enhancement group across different comparisons although to varying degrees. The results also revealed minimal and inconsistent differences in learning gains for different word types. Pedagogical implications and directions for future research are proposed.
... Additional studies examined Arab learners' collocation knowledge in their free production through essay writing. Sample studies, which all targeted English-major undergraduates, include Dukali (2016) in Libya, Abdul Ridha and Al-Riyahi (2011) in Iraq, Farghal and Al Hamly (2007) in Kuwait and Mahmoud (2005) in Oman. All studies highlighted the poor collocation knowledge of the participants despite being junior and senior English majors. ...
... All studies highlighted the poor collocation knowledge of the participants despite being junior and senior English majors. Abdul Ridha and Al-Riyahi (2011) identified the verb + noun, adjective + noun and noun + verb patterns as the most problematic while Dukali (2016) and Farghal and AlHamly (2007) highlighted more difficulty for verbal than adjectival collocations. All studies pointed out the influence of L1 interference on erroneous productions. ...
... All studies pointed out the influence of L1 interference on erroneous productions. Other reasons for errors comprised the participants' use of intralingual strategies (Mahmoud, 2005), use of language creatively (Farghal and AlHamly 2007), ignorance of collocation restrictions and adoption of ineffective strategies, such as approximation and interchangeable use of synonyms (Abdul Ridha and Al-Riyahi, 2011). ...
There is a strong agreement that mastering second language (L2) collocations is beneficial for language processing and acquisition (El-Dakhs, 2015 (b) and Henriksen, 2013). The current study aims to examine what works better for L2 collocation learning; explicit instruction or incidental learning. To this end, 114 Arab elementary learners of English as a foreign language were divided into two experimental groups (i.e., explicit instruction and incidental learning) and one control group and completed immediate and delayed post-tests that assessed the participants’ receptive and productive knowledge of 24 verb + noun collocations which were introduced to the experimental groups during the four-week treatment period. The results show a clear advantage for explicit learning in form recognition and recall for short-term and long-term learning gains. Incidental learning only proved slightly beneficial in short-term form recognition. The results are interpreted in light of the existing literature and relevant theoretical models. Pedagogical implications and suggestions for further research are proposed.
... Abdul Ridha and Riyadhi [2] are key representatives of the first group of collocation researchers. In an analysis of 157 lexical collocational errors made by 40 Iraqi EFL students at the University 1 In foreign language teaching, a distinction is sometimes made between exercises where a written response is required (e.g. a multiple-choice test) and pure reading texts. ...
... As noted, literature suggests that there are generally two types of studies addressing collocations. First, there are those where the objective concerns assessing L2 learners on their correct use of collocations [2,13,20]. These are utilitarian and/or practical. ...
Collocations are a class of idiomatic expressions comprised of a sequence of words which, for mostly arbitrary reasons, occur together in a prescribed order. Collocations are not necessarily grammatical and/or cannot be generated through knowledge of rules or formulae. Therefore, they are often not easily mastered by EFL learners and typically only dealt with during the latter phase of second language apprenticeship. Literature has mostly examined the phenomenon of collocations from one of two perspectives. First, there are studies focusing on error analysis and contingent pedagogical advice. Second, there is research concerned with theory development; a genre associated with a specific methodological limitations. This study reports on data pertaining to a novel approach to learning collocations; one based on a learner's incidental discovery of such structures in written texts. Our research question is: will students who have been introduced to and practiced specific collocations in reading texts be inclined to naturally use such exemplars appropriately in novel/unfamiliar subsequent contexts? Findings have implications for EFL teachers and those concerned with curriculum development.
... This is most obvious when collocations in the learner's native language are incongruent with the target language, resulting in deviant productions. Intralingual factors could also be influential (e.g., Ridha & Al-Riyahi, 2011). For example, learners may produce a wrong collocate due to its large number of synonyms. ...
... Miqdad (2012) had similarly pointed out that verb+ noun collocations were easier for Arab learners than adjective + noun collocations and verb + preposition collocations. Besides, Abdul Ridha & Al-Riyahi (2011) had highlighted the participants' tendency to avoid certain types of lexical collocations, such as adverb + adjective and verb + adverb. ...
... The fourth and final goal of the study was to explore the common types of collocational errors produced by the participants. Earlier studies in this regard led to contradictory findings with some studies (e.g., Abdul Ridha & Al-Riyahi, 2011;Brashi, 2009) demonstrating a major influence for the first language on the production of unacceptable collocations and other studies (e.g., Noor & Adubaib, 2011) revealing a stronger influence for second language based strategies. The present study has revealed a major influence for intralingual errors in the production of collocations. ...
Collocational competence largely contributes to vocabulary knowledge and hence to language proficiency. The present study examines the collocational competence of Arab undergraduate students who study English in a foreign language (EFL) environment. Focusing on lexical collocations, the study addresses four questions; (1) What is the learners’ level of collocational competence?, (2) How does their collocational competence develop with increased language exposure?, (3) Does their collocational competence vary based on the word class of the collocates?, and (4) What are the types of collocational errors they produce? Using a specially designed test, the collocational competence of 90 Arab undergraduate learners at three academic levels in a private Saudi university was assessed. Findings showed that the collocational competence of learners was notably unsatisfactory despite the fact that English is the medium of instruction at the University. It was also found that collocational competence improves with increased language exposure but at a slow rate, and that learners were more confident in their use of verb + noun collocations than adjective + noun collocations. The study also revealed that learners produce more intralingual than interlingual errors of collocations. The findings are discussed in relation to the literature on collocational competence and pedagogical implications are presented.
... Other researchers classified collocations through placing them on a continuum (e.g., Abdul Ridha et al., 2011). At one extreme of the continuum come the free combinations with the highest degree of productivity, semantic transparency, and substitutability of items for the constituent elements. ...
... 224). Some researchers have also analyzed different types of collocational errors and traced the sources of these errors (e.g., Abdul Ridha & Al-Riyahi, 2011;Hong et al., 2011). A case in point is Darvishi (2011) who investigated the collocational errors in EFL college learners' writing in a paper published at the International Conference on Education Research and Innovation. ...
... Other researchers classified collocations through placing them on a continuum (e.g., Abdul Ridha et al., 2011). At one extreme of the continuum come the free combinations with the highest degree of productivity, semantic transparency, and substitutability of items for the constituent elements. ...
... 224). Some researchers have also analyzed different types of collocational errors and traced the sources of these errors (e.g., Abdul Ridha & Al-Riyahi, 2011;Hong et al., 2011). A case in point is Darvishi (2011) who investigated the collocational errors in EFL college learners' writing in a paper published at the International Conference on Education Research and Innovation. ...
Despite its prime importance for language proficiency, collocational competence is one of the most neglected areas in vocabulary studies and second language teaching/learning. This negligence is the underlying motive for writing the present paper. Hence, the paper aims at raising awareness of the importance of this significant dimension of vocabulary knowledge and presenting a well-rounded view of this lexical phenomenon. To this end, the paper gives a brief introduction to the topic, and offers an overview of relevant definitions and classifications. This is followed by a summary of the importance of teaching/learning collocations, and a list of relevant lines of research in collocation studies. The last part presents a number of recommended activities that English language instructors can implement in their classroom. The paper is thus helpful to both researchers and language instructors as it sheds the light on pertinent areas for research and recommends useful activities for teaching collocations.
... In addition, collocation errors have been classified into different types. Such types include (but not limited to) interlingual vs. intralingual (see Ridha & Al-Riyahi, 2011;Shormani & Sohbani, 2012;Sonaiya, 1991;Mahmoud, 2005Mahmoud, , 2011Zughoul, 1991;Shormani, 2012a&c;James, 1998;Wang & Wen, 2002;Li, 2005, just to name a few). However, a very comprehensive classification has been done by Shormani (2014c) based on their sources into four categories, viz. ...
