Professional Documents
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Roohollah Shojaee is an English teacher in Iran. His research interests are contextualization
in reading comprehension and vocabulary achievement in chunk forms (typically
collocations). He has published a book for pre-university students and university entrance
examinations (UEE) applicants in Iran with the name; Contextualized Activity Book for Preuniversity Students. E-mail: Shojaeir56@gmail.com
Mohammad Bavali (b. 1979, Abadan, Iran) is assistant professor at the IAU Science and
Research, Shiraz Branch, where he is also a faculty member at the School of English
Language Teaching and Translation. His research interests include theories of testing and
assessment, methods of research in L2, foreign language learning and teaching, CDA, critical
pedagogy, and translation studies.Email: mohammadbavali_57@yahoo.com.
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Introduction
Origin and definitions of collocation
Importance of collocations in English
EFL/ESL learners' problem in collocations
How to teach collocations
Some pedagogical and practical implications
Conclusion
Introduction
In L2 teaching and learning process, traditionally there was a segregated view and strategy
about teaching and learning vocabularies. For many years, a large number of EFL/ESL
teachers focused on teaching vocabularies separately, out of context and even regardless of
the chunk forms of words. Through this method, EFL/ESL learners may stick in their mind a
host of new words, but it could not be remedial in communicative level because it was
occurred out of context without considering collocational aspect or structure of the lexis.
At the present time moving beyond theoretical framework and employing a functional one in
L2 classrooms has been made a great challenge among EFL/ESL teachers. They have
attempted to draw a communicative perspective in their classes to promote their pupils'
vocabulary achievement. With this in mind, scholars and researchers came to collocations as
a considerable fact which develops EFL/ESL learners' performance not only in vocabulary
achievement but also in reading comprehension.
Origin and definitions of collocation
Linguists and scholars have defined the term collocations in different ways. According to
Martynska (2004, P.2) the term "collocation" was first introduced by Firth to define a
"combination of words associated with each other". Taylor (1997) defines collocations from
Saussures view as "a well-known dichotomy between syntagmatic and paradigmatic
relations of lexical items"(p.38). In this case the syntagmatic axis refers to a words ability to
combine with other words in the same string.
According to Oxford Collocations Dictionary (2009) "collocation is the way words combine
in a language to produce natural-sounding speech and writing. For example, in English you
say "strong wind", but "heavy rain". It wouldn't be normal to say heavy wind or strong rain.
All four of these words would be recognized by a learner at pre-intermediate or even
elementary level, but it requires a greater degree of competence with English language to
combine them correctly in language productions" ( P.v).
For Yarmohammadi (1996, P.45) "collocation is habitual co-occurrence of individual
vocabulary items", and Woolard (2005) holds that collocation is the grammar of words how
words go together with other words. Collocation tells us which words can come before or
after other words. Tajalli (2007, P.30), however, defines collocations from another
perspective, in which he defines it "as fixed nonidiomatic constructions the meaning of
which reflects the meanings of their components. Collocations are, therefore, different from
idioms whose meanings are not the combination of the meanings of the individual words in
them".
Importance of collocations in English
Collocation is a linguistic fact that runs through the whole English language to make a natural
and authentic utterance. L2 users in every level whenever and wherever use a collocation
which is grammatically and lexically correct can be more clear, precise and native-like. Ur
(1996) asserts that the importance of collocational competence presents for L2 learners both
in receptive and productive skills. Richards (2002) raises the term "restriction" for
collocational structures in producing lexical or grammatical collocations correctly. To sum
up, we can claim that having collocational knowledge can simultaneously promote EFL/ESL
learners' macro-skills (productive & receptive ones).
Types of collocations
Collocations fall into different categories. According to Deveci (2004, P. 2) collocations can
be presented in the following types:
-Adjective + Noun = In this department store they have a wide choice.
-Verb + Noun = The back yard gives light to the kitchen.
-Noun + Verb = light shines
-Noun + Noun = A light source had shown the road.
-Preposition + Noun = The cop was visible by the light of the moon
-Noun + Preposition = the light from the window has made the room bright.
-Verb + Adverb = you must choose the model of the cell phone carefully.
-Verb + Verb = They are free to choose any kind of salad.
-Verb + Proposition = They are looking for a better apartment.
-Verb + Adjective = To keep safe the company, the manager employed a guard.
-adverb + Adjective = This city is pretty safe for living
Conclusion
On the basis of our own observations and experience in the classrooms, we can assert that in
teaching collocations more than other points EFL/ESL learners' proficiency level and their
age must be observed, since ones who are in upper-levels can learn the collocations implicitly
much better than in an explicit method, whereas learners who are beginners and children are
eager to follow explicit method and outperform in collocation learning. On the basis of the
studies, authors' observations and experience and learners' assertions, we cannot claim that
which method can merely will be effective in teaching collocations and enhance L2
performance considerably, since there some more factors than the employed methods. In
teaching collocations and employing a method the points like learners' collocational
knowledge, their language competence and their ability in reading comprehension must be
regarded. Considering these points leads us to this fact that language teaching and learning is
a complicated process and achieving a beneficial level of enhancement just occurs under an
integrated situation.
Reference
Brown, H. D. (2000). Teaching by principles: An interactive approach to language
pedagogy(2nd ed.).Longman press.
Deveci, Tanju.(2004). How to teach collocations? English Teaching Forum, Istanbul Sabanci
University,Turkey.
Ellis, R. (2006). Researching the effects of form- focused instruction on L2 Acquisition.
AILA Review, 19, 18-41.
Farrokh, P.(2012) Raising awareness of collocation in ESL/EFL classrooms. Journal of
Studies in Education,2(3),55-74.
Martynska, Malgorzata. (2004).Do English learners know collocations? Institute of
Linguistic, XI.
Farrokh, P.(2012) Raising awareness of collocation in ESL/EFL classrooms. Journal of
Studies in Education,2(3),55-74.
Internet site: Language Links (2006). Implicit vs. explicit teaching.
Oxford Collocations Dictionary. 2nd Edition. (2009). Oxford University Press.
Richards, Jack.c., (2002). Longman dictionary of language teaching & applied linguistics.
Longman Group UK Limit. Longman Press.
Sadat Kiaee, S.S, Heravi Moghaddam,N., ang Moheb Hosseini, E., (2013) The effect of
teaching collocations on enhancing Iranian EFL learners reading comprehension. Journal of
Advances in English Language Teaching, l1(1), 1-11.
Salimi,A. ,Tavakoli, M. & Ketabi, S.(2010). The effect of noticing on the judgment of lexical
collocations; The case of language proficiency and complexity of patterns. The Asian EFL
Journal Quarterly, 11, 85-98.
Tajalli, G.(1997). Idioms and metaphorical expressions in translation. SAMT Press, Tehran,
Iran.
Taylor, R. P. 1997. A review of lexical relationship and some implications for the SL teacher.
Aichi Sangyo University, Japan.
Ur, P. (1996). A course in language teaching. Cambridge University Press, New York, USA.
Woolard, G. (2005). Key Words for Fluency, Intermediate Collocation practice. Thomson
Corporation.
Yarmohmmadi, Lotfolah. (2002). A Contrastive Analysis of Persian and English. Payame
Noor University Press, Iran.
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