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Chapter 5. Collocations in learner English

A true-longitudinal perspective
  • Rolf Kreyer
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Beyond Concordance Lines
Ein Kapitel aus dem Buch Beyond Concordance Lines

Abstract

The present paper analyses the use of V-N collocations with the four ‘light’ verbs do, give, make and take in a corpus representing longitudinal written data from 83 German learners of English in their four final years of secondary school. The paper focuses on the development of correct and incorrect collocation use, the development of L1 interference, as well as intersubjective variability regarding these aspects. Corroborating previous studies, the paper shows that roughly one quarter of collocations is atypical with no significant changes over the four years. Around half of all erroneous collocations can be interpreted as the result of L1-interference. As regards individual paths of acquisition, the paper shows that students show a large degree of variability. The paper argues that collocations need to be taught explicitly, focusing on frequent collocations of medium restrictedness that show incongruity of L1 and L2.

Abstract

The present paper analyses the use of V-N collocations with the four ‘light’ verbs do, give, make and take in a corpus representing longitudinal written data from 83 German learners of English in their four final years of secondary school. The paper focuses on the development of correct and incorrect collocation use, the development of L1 interference, as well as intersubjective variability regarding these aspects. Corroborating previous studies, the paper shows that roughly one quarter of collocations is atypical with no significant changes over the four years. Around half of all erroneous collocations can be interpreted as the result of L1-interference. As regards individual paths of acquisition, the paper shows that students show a large degree of variability. The paper argues that collocations need to be taught explicitly, focusing on frequent collocations of medium restrictedness that show incongruity of L1 and L2.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
https://doi.org/10.1075/scl.102.05kre

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. Introduction 1
  5. Chapter 1. Research in data-driven learning 9
  6. Chapter 2. Data-driven learning, theories of learning and second language acquisition 35
  7. Chapter 3. Looking back on 25 years of TaLC 57
  8. Chapter 4. L2 development of - ing clauses 75
  9. Chapter 5. Collocations in learner English 97
  10. Chapter 6. Profiling learners through pragmatically and error annotated corpora 121
  11. Chapter 7. Exploring the impact of data-driven learning in extensive reading 149
  12. Chapter 8. Data-driven learning 177
  13. Chapter 9. Scoledit 207
  14. Chapter 10. CEFR-J × 28 231
  15. Index 253
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Heruntergeladen am 19.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/scl.102.05kre/html
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