jlere Dil Eğitimi ve Araştırmaları Dergisi 2149-5602 2149-5602 Hakan ÜLPER Analysis of Collocations in a Book Chapter and Learners’ Corpus & Teaching Implications Analysis of Collocations in a Book Chapter and Learners’ Corpus & Teaching Implications Deveci Tanju 04 14 2018 4 1 24 40 02 22 2017 08 21 2017 Copyright © 2015, Journal of Language Education and Research 2015 Journal of Language Education and Research

ABSTRACT: Studieshave often focused on words that should be learned, and investigations havebeen conducted on the lexical profiles of texts. Although there has been someinterest in collocation, investigations have often concerned academic researcharticles. The academic texts freshman students normally read have beenrelatively understudied. This study aimed to identify the collocational profileof a book chapter, and the collocations used in students’ writing examinationpapers in response to a question on the theme of the chapter. The first corpus included3253 words while the second one included 4917. Results showed that 17.31% ofCorpus 1 included collocational usages, with the types ‘adjective + noun’ and ‘verb+ adjective + noun’ used most commonly. Corpus 2 showed a 7.69%-collocationalcoverage, heavily based on the type ‘verb + noun’. Possible reasons for thesedifferences are discussed, and recommendations are offered to increase learners’competence in using collocations. Keywords: collocation, academic writing, book chapter,learners’ corpus, vocabulary

ÖZ:Özet, 10 punto büyüklüğünde, iki yana yaslı, 150 sözcüğügeçmeyecek şekilde yazılmalıdır. Özette araştırmanın konusu, temel amacı,yöntemi, bulgular ve sonuç yer almalı. Biçimlendirmeyi bozmadan bu kısmı silipyerine kendi özetinizi yazabilirsiniz. Özet, 10 punto büyüklüğünde, iki yanayaslı, 150 sözcüğü geçmeyecek şekilde yazılmalıdır. Özette araştırmanın konusu,temel amacı, yöntemi, bulgular ve sonuç yer almalı. Biçimlendirmeyi bozmadan bukısmı silip yerine kendi özetinizi yazabilirsiniz. Özet, 10 punto büyüklüğünde,iki yana yaslı, 150 sözcüğü geçmeyecek şekilde yazılmalıdır. Özettearaştırmanın konusu, temel amacı, yöntemi, bulgular ve sonuç yer almalı.Biçimlendirmeyi bozmadan bu kısmı silip yerine kendi özetinizi yazabilirsiniz.Özet, 10 punto büyüklüğünde, iki yana yaslı, 150 sözcüğü geçmeyecek şekildeyazılmalıdır. Özette araştırmanın konusu, temel amacı, yöntemi, bulgular vesonuç yer almalı. Biçimlendirmeyi bozmadan bu kısmı silip yerine kendiözetinizi yazabilirsiniz. Özet, 10 punto büyüklüğünde, iki yana yaslı, 150sözcüğü geçmeyecek şekilde yazılmalıdır. Özette araştırmanın konusu, temelamacı, yöntemi, bulgular ve sonuç yer almalı.Anahtar sözcükler: anahtar sözcükler küçük harflerle yazılmalı ve 3–5anahtar sözcük bulunmalıdır.

 collocation academic writing book chapter learners’ corpus collocation academic writing book chapter learners’ corpus A Primer on Communication Studies. n.d. Creative Commons. Retrieved from http://2012books.lardbucket.org/books/a-primer-on-communication-studies/index.html Ackermann, K., & Chen, Y. H. (2013). Developing the academic collocation lists (ACL): A corpus-driven and expert-judged approach. Journal of English for Academic Purposes, 12(4), 235-247. Retrieved from http://www.sciencedirect.com/science/article/pii/ S1475158513000489?via%3Dihub Ahmad, J. (2011). Intentional vs. incidental vocabulary learning. Interdisciplinary Journal of Contemporary Research in Business, 3(5), 67-75. Retrieved from http://journal- archieves8.webs.com/67-75.pdf Al Murshidi, G. (2014). Emirati and Saudi students’ writing challenges at U.S. universities. English Language Teaching, 7(6), 87-95. DOI: http://dx.doi.org/10.5539/elt.v7n6p87 Asaei, R., & Rezvani, E. (2015).The effect of explicit vs. implicit instruction on Iranian EFL learners' use of collocations in L2 writing. Journal of Applied Linguistics and Language Research, 2(3), 1-22. Browne, C. (2013). The new general service list: Celebrating 60 years of vocabulary learning. The Language Teacher, 34(7), 13-15. Retrieved from https://jalt-publications.org/files/pdf.../37.4tlt_featureds.pdf Brezina, V., & Gablasova, D. (2013). Is there a core general vocabulary? Introducing the new genearl service list. Applied Linguistics, 34(7), 1-23. DOI:10.1093/applin/amt018 Cobb, T. (2003). Analyzing late interlanguage with learner corpora: Quebec replications of three European studies, Canadian Modern Language Review, 59(3), 393-423. Retrieved from http://www.lextutor.ca/cv/593_Cobb.pdf Cortes, V. (2004). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes, 23, 397-423. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238. Deveci, T. (2004). Why and how to teach collocations. English Teaching Forum, 42(2), 16-19. Deveci, T. (2015). Communication students’ use of lexis in a writing examination. The Asian ESP Journal, 17(1), 39-63. Dooey, P., & Oliver, R. (2002). An investigation into the predictive validity of the IELTS test as an indicator of future academic success. Prospect, 17(1), 36-54. Retrieved from http://www.ameprc.mq.edu.au/docs/prospect_journal/volume_17_no_1/17_1_3_Dooey.pdf Dougherty, P. (2010). Creative writing and vocabulary acquisition: A study of Emirati college students. In D. Anderson & C. Coombe (Eds.), Cultivating real writers: Emerging theory and practice for adult Arab learners (pp. 57-69). Abu Dhabi, UAE: HCT Press. Dyk, T. V., Louw, H., Nizonkiza, D., & Poel, K. V. D. (2016). Productive knowledge of collocations may predict academic literacy. Per Linguam, 32(2), 66-81. Retrieved from http://hdl.handle.net/10520/EJC197013 Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press. Ellis, N. (1997). Vocabulary acquisition: Word structure, collocation, word class, and meaning. In N. Schmidt & M. McCarthy (Eds.), Vocabulary: description, acquisition, and pedagogy (pp. 122-139). Cambridge: Cambridge University Press. Farooqui, A. S. (2016). A corpus-based study of academic-collocation use and patterns in postgraduate Computer Science students’ writing (Doctoral thesis, University of Essex, England). Firth, J. (1957). Papers in linguistics. Oxford: Oxford University Press. Gass, S. (1999). Discussion: Incidental vocabulary learning. Studies in Second Language Acquisition, 21(2), 319-333. Retrieved from http://dx.doi.org/10.1017/S0272263199002090 Granger. S. (1998). Prefabricated patterns in advanced EFL writing: Collocations and formulae. In A. Cowie (Ed.). Phraseology: Theory, analysis and applications (pp. 145-160). Oxford: Oxford University Press. Hanson, S., & Padua, J. F. M. (2011). Teaching vocabulary explicitly. Honolulu, Hawaii: Pacific Resources for Education and Learning. Retrieved from http://prel.org/wp- content/uploads/2014/06/vocabulary_lo_res.pdf Harmer, J. (1991). The practice of English language teaching. Second Edition. London: Longman. Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. In M. Lewis (Ed.), Teaching collocation (pp. 47–70). Hove, England: Language Teaching Publications. Howarth, P. A. (1996). Phraseology in English academic writing. Tubingen: Niemeyer. Hunt, A., & Beglar, D. (2002). Current research and practice in teaching vocabulary. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching. An anthology of current practice (pp. 254-266). Cambridge: Cambridge University Press. Karami, M. (2013). Exploring effects of explicit vs. implicit teaching of collocations on the writing performance of Iranian EFL learners, International Journal of Language Learning and Applied Linguistics World, 4(4), 197-215. Retrieved from http://www.ijllalw.org/finalversion4416.pdf Lahib, S. (2016). Testing tensions: The use of English language proficiency tests for the admission of Ontario High School applicants to One Ontario University (Unpublished doctoral dissertation). The University of Western University, Ontario. Laufer, B., & Waldman, T. (2011). Verb-noun collocations in second language writing. A corpus analysis of learners’ English. Language Learning, 61(2), 647-672. Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Hove, England: Language Teaching Publications. MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305. DOI: 10.1111/j.1467-1770.1994.tb01103.x Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching, Applied Linguistics, 24(2), 223–242. DOI:10.1093/appplin/24.2.223 Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam, the Netharlands: John Benjamins Publishing Company. Pollock, A. (2010). Awareness of academic adjective-noun collocations in theory and pedagogy: A corpus and list-based study (Unpublished master’s thesis). The University of Illinois, Chicago. Saad, S. S. (2009). The use of academic vocabulary and words collocation in undergraduates’ written assignments (Research report). Retrieved from http://ir.unimas.my/6970/1/the%20use%20of%20academic%20vocabulary%20and%20wor ds%20collocation%20in%20undergraduates%e2%80%99%20written%20assignments%202 4%20pgs.pdf Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press. Selivan, L. (2011). Grammar vs. lexis or grammar through lexis? Retrieved from http://www.teachingenglish.org.uk/article/grammar-vs-lexis-or-grammar-through-lexis. Sinclair, J. (1991). Corpus, concordance, collocation. Oxford: Oxford University Press. Siyanova, A., & Schmitt, N. (2008). L2 learner production and processing of collocation: A multi- study perspective. Canadian Modern Language Review, 64(3), 429-458. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.722.789&rep=rep1&type=pdf Xue, G., & Nation, I. S. P. (1984). A university word list. Language Learning and Communication, 3(2), 215-229. West, M. (1953). A general service list of English words. London: Longman