Introduction
Rationale
There is a general consensus among the researchers (Al-Khasaweh, 2010; Ka- kan-dee and Kaur, 2015; Liu & Stapleton, 2014; Rahmatunisa, 2014) that lexical resources are the primary barrier against a good argumentative essay
Collocations play a crucial role in the development of second language (L2) vocabulary, being essential for enhancing L2 lexical competence Understanding collocations, in addition to individual words, significantly boosts the quality and fluency of both spoken and written communication (Nation, 2001).
The effective and fluent use of collocations in both spoken and written language is a significant challenge for language learners, as highlighted by Laufer & Waldman (2011).
Collocations pose challenges for L2 learners, irrespective of their years of instruction, native language, or task types Their productive understanding of collocations often lags behind their grasp of individual words, rather than developing concurrently.
Research indicates that even advanced language learners struggle with using language idiomatically and frequently make various errors (Bahns & Eldaw, 1993; Mongkolchai, 2008; Nesselhauf, 2003).
Despite the long-recognized significance of collocations in English as a Foreign Language (EFL) and English as a Second Language (ESL) development, research on students’ perceptions and collocation violations in Vietnam, particularly at the university level, remains limited Previous studies have primarily analyzed data from collocation tests, with a notable lack of focus on Verb-Noun collocation errors, which are the most common and pose significant challenges for ESL learners.
This study was conducted at Hue University of Foreign Languages to explore EFL students' perceptions and usage of Verb-Noun collocations, as well as to identify common mistakes in their argumentative essays The findings aim to enhance the understanding of EFL teaching practices and contribute valuable insights to the existing literature in the field.
Research aims
This study explores the perceptions of third-year English majors at Hue University of Foreign Languages regarding their use of verb-noun collocations Additionally, it categorizes frequent collocation errors found in their argumentative essays.
Research questions
In relation to the research aims, this thesis focused on the following questions:
- What are third-year English-majored students’ perceptions of the use of Verb- Noun collocations in argumentative essays?
- What types of errors do third-year English-majored students make when producing Verb-Noun collocations in their argumentative essays?
Significance of the study
This study investigates third-year English majors' perceptions of Verb-Noun collocations and identifies common mistakes in their use during argumentative essay writing The findings aim to enhance the teaching and learning of collocations in Vietnam's English classes by enriching students' vocabulary and improving their usage Additionally, the results encourage teachers to focus more on collocations in the classroom and adopt effective teaching methods, particularly in writing instruction Ultimately, the insights gained can assist educators and trainers in developing new strategies for teacher training.
The article emphasizes the importance of incorporating collocations into curriculum design through four courses and workshops Additionally, it encourages syllabus designers to consider collocations, while also inspiring researchers to pursue further studies on this topic.
Organization of the study
This research paper consists of five chapters: (1) Introduction, (2) Literature Review, (3) Research Methodology, (4) Findings and Discussions, (5) Conclusion, implications, limitations and suggestions for further research
Chapter 1 presents the rationale for conducting the study The research aims, research questions as well as the significance of the study are presented in this chapter
Chapter 2 is to review the literature related to the important elements of the study To be specific, this chapter provides the definitions of key terms such as collocations and argumentative essays, coupled with classifications of collocations
This chapter examines collocation mistakes and identifies gaps in existing literature It details the methodology used to investigate third-year English majors' perceptions of Verb-Noun collocations in argumentative essays, including an overview of the research design, participants, and instruments Additionally, it outlines the procedures for data collection and analysis.
Chapter 4 reports and interprets the key findings of the study with quantitative and qualitative results, followed by discussions about them by comparing the key findings with those of previous studies
Chapter 5 summarizes the key findings and offers several implications for EFL students, teachers, and curriculum designers Additionally, this chapter figures out the limitations of the research and provides some suggestions for further research
Literature Review
Definitions of key terms
Argumentative writing, as defined by Purdue Online Writing Lab (2012), involves investigating a topic, collecting and evaluating evidence, and establishing a clear position It begins with a thesis statement, followed by supporting ideas aimed at persuading readers Daly (1997) emphasizes that an argumentative essay focuses on a specific controversial statement, while Hinkel and Fotos (2002) highlight its goal of convincing an audience through well-formulated arguments that encourage evaluation.
7 accept the information communicated In this sense, the content of an argumentative essay should be objective
A number of researchers (Al-Khasaweh, 2010; Ka-kan-dee and Kaur, 2015; Liu
Researchers such as Stapleton (2014) and Rahmatunisa (2014) have identified that students face significant challenges when writing argumentative essays A key finding among these studies is that insufficient lexical resources serve as the main obstacle to producing effective argumentative writing.
Undergraduate English majors primarily focus on developing academic writing skills, particularly in argumentative writing, which is crucial for entering the research academic world It is important to recognize that argumentative writing differs significantly from other writing styles, such as descriptive and narrative writing, leading to distinct marking criteria.
A key criterion for assessing students' argumentative essays is their use of lexical resources, which refers to vocabulary utilization This evaluation focuses on the range of vocabulary, the appropriateness of word choice, and the effectiveness of collocations in the writing.
Words are context-dependent, making the choice of vocabulary crucial for effective communication They do not exist in isolation; instead, they often appear in groups or chunks A language's vocabulary includes both individual words and multi-word expressions, such as collocations, which are essential for fluency (Brashi, 2009).
Learning collocations is essential for enhancing the writing skills of EFL and ESL learners, particularly in the context of argumentative essay writing.
There have been a variety of ways to define collocations However, there are two main approaches, i.e frequency-based approach and phraseology approach
Collocations are defined as the co-occurrence of words within a specific span, often identified as four words before and after a node, as noted by Sinclair (1991) According to the Oxford Advanced Learner's Dictionary of Current English (1974), collocations represent characteristic combinations of words, such as "strong tea" and "heavy drinker." Robins (2000) further emphasizes that collocations are the habitual associations of words within sentences This perspective aligns with Halliday and Hasan’s (2001) view that collocations involve lexical items typically associated with one another due to their frequent occurrence in similar contexts Ultimately, collocations are recognized as a language-specific phenomenon where words co-occur harmoniously, reflecting a mutual expectation that exceeds random chance.
Collocation refers to the syntactic and semantic relationships between words in a phrase, highlighting specific combinations of words (Nesselhauf, 2005) The analysis of collocations relies on their grammatical structure and the level of semantic transparency Two key criteria define word combinations: transparency, which assesses if the meaning of the whole can be inferred from its parts, and commutability, which examines the restrictions on which words can co-occur (Howarth, 1998) Howarth’s continuum model categorizes word combinations into four distinct types based on these criteria, as illustrated in Table 2.1.
Free combinations blow a trumpet pay a bill
Restricted collocations blow a fuse pay a visit
Figurative idioms blow your own trumpet pay the price take steps
Pure idioms blow the gaff pay the piper
Note: figurative idioms (e.g take steps) are different from pure idioms in that their meanings are much easier to understand, i.e meaning can be understood by looking at the components
Though, word combinations are not in fact clearly delimitable Nesselhauf
In 2003, a simplification of Howarth's (1998) continuum was proposed, focusing solely on the criterion of combinability This led to the introduction of the concept of "restricted sense," which is pivotal in defining collocations and classifying word combinations Although primarily applicable to verb-object-noun combinations, this concept can potentially extend to other grammatical types with minimal adjustments A verb or noun is deemed "restricted" if it meets one of two criteria: either its sense is so specific that it only combines with a limited set of nouns or verbs, or it cannot be used in that sense with all syntactically and semantically possible nouns or verbs Based on this restricted sense, word combinations are categorized into three groups: free combinations, collocations, and idioms.
The senses in which the verb and the noun used are both unrestricted, so they can be freely combined according to these senses (e.g want a car)
The noun in this context is unrestricted, allowing for broader usage, while the verb is restricted, meaning it can only pair with specific nouns For instance, one can say "take a picture" or "take a photograph," but it is incorrect to say "take a film" or "take a movie."
The terms in question, both as verbs and nouns, have a limited scope of usage, making substitution either impossible or highly restricted For example, the phrase "sweeten the pill" refers to making an unpleasant necessity more acceptable.
A combination is considered a collocation if it meets either of two criteria applied to the verb Collocations are seen as restricted combinations that lie between free combinations and idioms, maintaining semantic transparency This definition emphasizes the verb's role in distinguishing collocations from idioms: a restricted sense of the verb indicates a collocation, while a restricted sense of the noun indicates an idiom This concept is supported by the idea that elements in a collocation have different statuses, where one element's selection is based solely on meaning, and the other's selection depends on it In Verb-Noun collocations, the noun is independent, while the verb is dependent This study utilizes Nesselhauf’s (2003) definition of restricted collocations for its simplicity, facilitating comparisons with findings from related research.
Classifications of collocations
A variety of researchers have proposed different classifications of collocations based on their own criteria
Lewis (2000) developed a classification system for collocations based on the number of lexical units involved He identified three categories: strong collocations, weak collocations, and medium-strength collocations.
Strong collocations have a very limited number of words very closely associated with one another like rancid butter or mitigating circumstance
Weak collocations are versatile word combinations that can fit into countless phrases, such as "a tall woman," "a red shirt," "an expensive car," and "a loud noise." In contrast, medium-strength collocations consist of word pairs that occur together more frequently than with other words, exemplified by phrases like "hold a meeting."
Sinclair (1991) categorized collocations into downward and upward types based on word frequency Downward collocations consist of less frequent words that typically pair with more common ones, such as "arrive" and "bring" collocating with "back." Conversely, upward collocations involve more frequently used words that combine with less common ones, like "back" collocating with "at," "down," "from," and "into," all of which are more prevalent in English.
Benson (1986) classified collocations into two main categories: lexical/semantic collocations and grammatical/syntactic collocations Lexical/semantic collocations involve combinations of words that are relatively equivalent, such as Noun-Verb pairs like "the wind blows," Verb-Noun pairs like "ride horses," and Adjective-Noun pairs like "strong coffee." In these collocations, the interplay between the words significantly contributes to their meanings.
Table 2.2 Benson’s (1986) classification of lexical collocations
Verb-Noun (or prepositional phrase); with the verb denoting creation and/or activation come to an agreement make an impression compose music
Verb-Noun; with the verb denoting eradication and/or nullification reject an appeal lift a blockade break a code
Adjective-Noun strong tea warm regards reckless abandon
Noun-Verb adjectives modify alarm goes off bees buzz
Noun-of-Noun a herd of buffalo a pack of dogs a bouquet of flowers
Adverb-Adjective deeply absorbed strictly accurate sound asleep
Meanwhile, grammatical/ syntactic collocation is the combination of words consisting of dominant words and function words such as consist of, equal to and different from.
Sources of collocation mistakes
According to different studies, the main sources of collocation errors are as follow
Learners often exhibit overgeneralization when encountering items that lack clear contrasts This phenomenon involves the formation of incorrect structures based on students' experiences with the target language For instance, students might say "I am worry about" instead of the correct phrase "I am worried about."
Errors arising from ignorance of rule restrictions often stem from analogy and a lack of attention to the limitations of established structures (Richards, 1973) An example of this is the incorrect phrase "ask you a favor," which misapplies the verb + object + object construction.
Learners often develop misconceptions in the target language, leading to errors in their comprehension Common mistakes include phrases like "do something breakthrough" instead of the correct "achieve a breakthrough," "made me grown up mind" instead of "cultivate my mind," "take more respect" instead of "pay more respect," and "have a great grade" instead of "get a great grade."
The use of a synonym for a lexical item in a collocation is seen as a
"straightforward application of the open choice principle" (Farghal & Obiedat, 1995) Students might use ‘broaden your eyesight’ instead of ‘broaden your vision’
Learners' first language significantly impacts their use of collocations, often leading to common errors For example, phrases like ‘listen some classical music’, ‘compliment my pictures’, and ‘arrive school’ are understandable in Vietnamese but incorrect in English.
Word coinage means that students make up a new word to communicate the desired concept For example, the learners might use ‘see sun-up’ instead of ‘see the sunrise’
Approximation occurs when learners substitute an incorrect vocabulary item or structure that retains enough semantic similarity to the intended term, effectively conveying their message For example, using the word "middle" in the phrase "middle exam" instead of the correct term "mid-term" illustrates this concept.
Classification of Verb-Noun collocation mistakes
This section introduces classifications of collocation mistakes in general and Verb-Noun collocations mistakes in particular
Alonso Ramos et al (2010) categorize lexical collocation errors into five distinct types The initial two types impact either the base word or the collocate, while the remaining three types affect the collocation in its entirety.
Errors can arise from selecting an incorrect lexical unit that exists in the language, either as a base or collocate For instance, phrases like "to reach a goal" or "to make, to carry out a goal" use valid lexical units, but the proper collocate "to achieve" is mistakenly replaced with "reach."
Errors can occur when learners use non-existing lexical units as bases or collocates For instance, the phrase ‘(make) explode a confrontation’ illustrates this type of mistake, as it employs an incorrect form of the word ‘confrontation’.
Errors resulting from the use of a non-existing lexical unit instead of a collocation, as, for instance, ‘to showcase’, instead of ‘to go window shopping’
Inverse synthesis errors occur when an invented collocation is used instead of a single lexical unit expression For example, this type of error can lead to confusion in communication.
‘camping site’, which would be better expressed by the lexical unit ‘camping’
Errors can occur when using correct collocations that convey a different meaning than intended For instance, using the term 'morrow' instead of 'the next day' illustrates this type of mistake.
In terms of Verb-Noun collocation mistakes, Nesselhauf (2003) divided them into nine types (see Table 2.3) This study adopted the classification of Nesselhauf (2003)
Table 2.3 Types of Verb-Noun collocation mistakes Types of Verb-Noun collocation mistakes Examples
Verb Wrong choice of verb (or non-existent verb)
IC: carry out races CC: hold race
Noun Wrong choice of noun (or non-existent noun)
IC: close lacks CC: close gaps
Usage 1 Combination exists but is not used correctly
IC: take notice CC: to notice
Combination does not exist and cannot be corrected by exchanging single elements
IC: hold children withing bounds
CC: show children where the boundaries lie
Preposition of a prepositional verb missing, present though unacceptable, or wrong
IC: fail in one’s exams CC: fail one’s exam
Preposition of a noun missing, present though unacceptable, or wrong
IC: raise the question about CC: raise the question of
Article or pronoun missing, present though unacceptable or wrong
IC: get the permission CC: get permission
Noun used in singular instead of plural or vice versa
IC: pass one’s judgements CC: pass judgement
Structure Syntactic structure wrong IC: make sb friends
CC: make friends with sb
IC: Incorrect collocation; CC: Correct collocation
Previous studies
Research underscores the significance of collocations in enhancing English language acquisition among learners, with numerous studies yielding varied results that enrich the existing literature These studies offer insights into the application of collocations by ESL/EFL learners, paving the way for future research Broadly, investigations into collocation usage can be categorized into two main types: those utilizing elicitation techniques and those based on production data.
In relation to university students’ ability in using English collocations, there have been four main studies conducted in three different contexts
Research on collocation errors among English majors reveals significant findings Mongkolchai (2008) identified that Verb + Adverb and Adverb + Adjective collocations posed the greatest challenges for students at Srinakharinwirot University Similarly, Nguyen (2010) found that Noun + Noun and Adverb + Adjective were the most frequent mistakes at Can Tho University Additionally, a study by Duong and Lai (2010) at the University of Languages and International Studies highlighted that the most common errors included Adjective + Noun (16.1%), Preposition + Noun (16.9%), and Verb + Preposition (16.9%) To further enrich the literature, Tran and Nguyen (2013) explored typical collocation errors in writing among sophomores in English Teaching at Can Tho University.
A study was conducted involving 59 randomly selected second-year English Teaching major students, utilizing a test and questionnaire to gather data The results indicated that the most challenging collocation types for the participants were Adverb+Adjective and Noun+Noun.
A significant study on collocations was conducted by Nesselhauf (2005), focusing on Verb-Noun combinations like "take a break" and "shake one's head" among advanced German-speaking English learners Analyzing a German subcorpus of 154,191 words from the International Corpus of Learner English, she identified approximately 2,000 Verb-Noun collocations The results indicated that about 25% of these collocations contained errors, with the remainder being inconsistently judged as erroneous Notably, the frequency of errors did not vary based on the use of dictionaries or time constraints The most common mistakes involved incorrect verb choices, followed by incorrect noun selections and entirely wrong combinations.
Dukali (2018) investigated the challenges faced by Libyan undergraduate students majoring in English, specifically in their use of Verb-Noun and Adjective-Noun collocations The study identified common errors by analyzing students' performance in free production, revealing that the three most frequent mistakes involved incorrect collocation usage.
This study identifies 20 common verb choices and errors associated with determiners and usage Usage errors are defined as collocations that are not recognized in English and cannot be rectified by merely substituting individual components, such as in the phrase "get the stages."
Putra and Suhardijanto (2019) investigated the use of Verb-Noun collocations among Indonesian English learners Their analysis of students' oral production identified various types of mistakes in Verb-Noun collocations The findings indicated that most errors stemmed from incorrect verb selection and grammatical issues, while a smaller portion resulted from the misuse of nouns.
Despite extensive research on collocations in EFL and ESL education, there is a lack of studies examining students' perceptions of collocations in Vietnam, particularly at the tertiary level Most existing research has primarily employed quantitative analysis through questionnaires and collocation tests Furthermore, there has been no focused investigation on specific types of collocation errors, notably Verb-Noun collocations, which are the most common and pose significant challenges for ESL learners This study aims to address these gaps and provide a deeper understanding of collocations within the context of HUFL, thereby contributing to the literature on EFL teaching and learning.
Summary of the chapter
This chapter has examined the literature pertinent to the study, covering definitions of key terms, classifications of collocations, and frequent errors in Verb-Noun collocations Additionally, it has presented relevant studies The literature review establishes a theoretical framework that will guide the current research The following chapter will detail the study's methodology.
Methodology
Research design
This study employs a mixed methods research design that combines both quantitative and qualitative approaches to examine third-year English majors' perceptions of Verb-Noun collocations and their common errors in argumentative essays This design was chosen to address complex issues within the learning environment, allowing for a comprehensive understanding of the research topic through data triangulation (Ivankova & Greer, 2015) According to Creswell (1994), mixed methods research involves exploring a phenomenon over time and gathering detailed information using various data collection techniques By integrating qualitative and quantitative methods, this approach provides a more holistic view of the research problem.
Mixed methods design is an effective approach for collecting both quantitative and qualitative data, as each data collection type has its unique strengths and limitations (Plano Clark, 2011; Teddlie & Tashakkori, 2009).
23 generate an increased understanding of the research topic while offsetting the weaknesses of using each individual approach
This study employed a mixed-methods approach, collecting both quantitative and qualitative data through questionnaires, argumentative essays, and semi-structured interviews Initially, a questionnaire was utilized to gather quantitative data, which, while statistically rigorous for large sample sizes, lacks the depth needed to explore complex phenomena (Martin & Bridgmon, 2012; Choy, 2014) To enhance qualitative insights, the second phase involved analyzing argumentative essays and conducting interviews, which are effective for uncovering new perspectives and gaining insights beyond the capabilities of quantitative methods (Cohen, Manion, & Morrison, 2007; Kvale, 2003).
Qualitative research findings cannot be generalized to a larger population due to the limited number of unique subjects involved (Maxwell, 2013; Patton, 2002) To enhance data collection and analysis, this study utilized a combination of questionnaires, argumentative essays, and semi-structured interviews.
Research site
The study was conducted at Hue University of Foreign Languages, where two specializations including English Language Teaching and English Language Studies
24 are offered to English-majored students The full-time training lasts for 4 years, including 8 semesters
During the first two years of the undergraduate program, students engage in courses that enhance practical language skills, cultural understanding, and linguistics They develop proficiency in Listening, Speaking, Reading, Writing, and Translation Practice, aimed at improving their abilities in the target language Additionally, the curriculum includes insights into British and American culture, literature, and cross-cultural communication Linguistics subjects such as Phonetics, Phonology, English grammar, and Semantics are also integral to their studies.
In their third year, English Language Teaching students deepen their understanding of teaching theories and practicum, while those in English Language Studies choose specializations such as Translation, Interpretation, or English for Tourism based on their GPA from the first two years These students receive targeted training to excel in their respective fields Additionally, all English majors must complete compulsory credits and obtain a C1-level certificate from the Vietnamese Standardized Test of English Proficiency (VSTEP), aligning with Vietnam's 6-level foreign language competency framework.
Participants
A study was conducted with 100 third-year English majors at Hue University of Foreign Languages, comprising 23 males and 77 females, aged between 20 and 22 These students had a decade of English learning experience across primary, secondary, and high school, along with nearly three years of university instruction Enrolled in a Writing 5 course, they focused on academic writing and thesis preparation, aiming to equip them with essential skills for crafting argumentative essays By the end of the course, students were expected to effectively formulate and support claims with evidence, while articulating complex ideas in clear and concise language.
Participants were assessed at an intermediate to lower-advanced level based on their previous year's writing skills, despite the absence of standardized test results This selection was intentional, as the writing curriculum for English majors at Hue University of Foreign Languages emphasized argumentative essay writing Notably, the study took place during the Writing 5 course in the 2019-2020 academic year, indicating that participants had received training in argumentative essays and had begun to familiarize themselves with this writing genre.
Research instruments
To answer the two research questions, three instruments were used in the current study, namely a questionnaire, argumentative essays and semi-structured interviews
A complementary blend of quantitative and qualitative methods can yield more comprehensive insights into research problems, as highlighted by Choy (2014) This article will provide a detailed description of these three research instruments.
A questionnaire was administered to third-year English majors to assess their perceptions of Verb-Noun collocations and common errors in their argumentative essays Bell and Walters (2014) highlight that questionnaires are an efficient method for gathering data from a large group in a short timeframe Additionally, Dửrnyei (2003) notes that they provide a comprehensive overview of a population's characteristics The developed questionnaire consisted of 12 items, organized into three sections aligned with the study's objectives Most items were closed-ended, requiring participants to select the most suitable answer from given options, while some open-ended questions allowed for free expression of opinions.
The first section consisted of four questions on the participants’ demographic information related to their age, gender, major and self- assessment of English proficiency
The second section included six multiple-choice questions, which aimed at gaining insights into the participants’ perceptions towards the use of Verb-Noun
The study focused on 27 collocations used in writing argumentative essays Participants provided their feedback by selecting the option that best reflected their opinions on the statements presented in the questionnaire.
The third section included a single question featuring 12 items on a 5-point Likert scale, where 1 represented "always" and 5 indicated "never." This section aimed to gather information from participants about the Verb-Noun collocation errors they made in their argumentative essays Additionally, participants were asked to indicate their thoughts by marking a box.
The questionnaire ended with an open-ended question to find out if students had any suggestions for improvement in not only collocation production but composition writing as well
The questionnaire was originally designed in English, as certain phrases could not be effectively translated into Vietnamese Consequently, the English version was provided to participants, all of whom were third-year English major students, ensuring they could comprehend the content and respond accurately.
This study utilized students' argumentative essays as a data collection instrument to gain deeper insights into the use of Verb-Noun collocations Additionally, the analysis of these essays aimed to verify the alignment of students' perceived mistakes in Verb-Noun collocations with actual errors.
The study examined the performance of 28 students in their mid-term writing test, revealing a connection between their perceptions and their ability to produce verb-noun collocations in argumentative essays.
To enhance and validate the data gathered from questionnaires and argumentative essays, this study utilized semi-structured interviews This method was chosen for its ability to reveal unexpected themes during discussions, aligning with Rubin’s (2005) assertion that such interviews allow for deeper exploration of participants' responses This approach facilitates a more comprehensive understanding of participants' perceptions and enables the researcher to confirm and compare findings from questionnaires and essays Additionally, semi-structured interviews offer greater flexibility than standardized surveys, providing a structured yet adaptable format for interviewees to respond effectively.
Based on questionnaire data, a 7-question interview guideline was created to gather additional insights for the research questions The first five questions focused on exploring participants' perceptions of Verb-Noun collocations in their argumentative essay writing Question six aimed to identify common types of Verb-Noun collocation errors reported by the students.
The interview concluded with Question 7, which sought to gather participants' suggestions for enhancing their use of Verb-Noun collocations in argumentative writing, as well as their expectations from their teachers.
Data collection procedures
3.5.1 Procedure of collecting questionnaire data
A pilot study is essential for enhancing the reliability, validity, and practicality of a questionnaire (Oppenheim, 1992) The researcher initially piloted the questionnaire to identify potential issues The English version was evaluated by the supervisor to ensure it effectively captured English majors' perceptions and highlighted common Verb-Noun collocation errors in argumentative essays Based on the feedback, the researcher revised the questionnaire, clarifying and rewording items related to mistake types and providing examples of correct and incorrect collocations Finally, the revised questionnaire was piloted with 10 third-year English majors, confirming that all participants comprehended the questions fully.
In the main study, an online questionnaire was distributed to 110 participants through Google Forms, with instructions to complete it honestly, independently, and anonymously within 20 minutes Ultimately, 100 completed questionnaires were collected, which took the researcher two weeks to gather.
3.5.2 Procedure of collecting students’ argumentative essays
Data for the study were collected from students in groups 4 and 5 of the Writing 5 course at Hue University of Foreign Languages, who completed a mid-term writing test The lecturer and researcher were present during the test, where participants were informed that their essays would contribute to ongoing research and were required to sign a consent form Each student individually wrote a 250-word argumentative essay on one of three assigned topics—Hobbies, Education, or Animals—without access to reference materials, under a strict time limit of 60 minutes After the test, the lecturer collected the essays and provided 60 copies to the researcher for analysis.
Topic 1: Many countries spend a lot of money on art Some people think investment in art is necessary, but others say money is better in improving health and education Discuss both views and give your own opinion
Topic 2: Some people say that it is the responsibility of individuals to save money for their own care after they retire To what extent do you agree or disagree?
Topic 3: In many countries today, people in cities either live alone or in small family units, rather than in large, extended family groups Is this a positive or negative trend?
3.5.3 Procedure of collecting interview data
In the final phase of the data collection process, six participants were chosen from a pool of 100, based on their comparable proficiency and background knowledge, as indicated by their performance in argumentative essays To maintain confidentiality, all names used in the study are pseudonyms, such as G5-11.
Participants were interviewed via Zoom Meetings in Vietnamese to ensure comfort and encourage open expression of opinions Follow-up questions were utilized to prompt clarification and elaboration on responses Each interview lasted approximately 15 to 20 minutes, and data collection continued until no new information was obtained All interviews were audio recorded with participant consent, and the researcher also took notes during the sessions.
Data analysis procedure
The data included responses of 100 completed questionnaires, 60 argumentative essays and 6 interview recordings
3.6.1 Procedure of analyzing the questionnaire data
The data collected from the questionnaires were computed via Excel and illustrated in suitable tables and figures according to statistical frequency and percentage to answer the two research questions
3.6.2 Procedure of analyzing the students’ argumentative essays
The analysis of argumentative essays involved a three-stage procedure Initially, the researcher extracted all Verb-Noun combinations present in the essays Subsequently, collocations were distinguished from free combinations and idioms based on specific combinability criteria outlined by Nesselhauf (2005) A combination qualifies as a collocation if it meets at least one of two criteria: either the verbs or nouns have a specific sense that restricts their combinations, or they cannot be used interchangeably with all other nouns or verbs, despite being syntactically and semantically viable For instance, "taking a book" is a free combination due to its broad compatibility, whereas "taking decisions" is a Verb-Noun collocation due to the limited verbs that can pair with the noun "decision." Finally, all identified Verb-Noun collocations were categorized into correct and incorrect collocations.
The judgement of these types of collocations is finally carried out by an English teacher with a high level of language proficiency who gained her PhD degree in an
To assess whether a word is used in a restricted sense, the Oxford Advanced Learner’s Dictionary (2000) and the Collins COBUILD English Dictionary (1995) were utilized as primary reference sources These dictionaries were selected for their comprehensive information on the combinatory potential of headwords, as highlighted by Nesshaulf (2005).
3.6.3 Procedure of analyzing the interview data
The qualitative data obtained from the interviews were transcribed verbatim After that, the researcher sent the transcriptions back to the participants to check the accuracy of the data
In the current study, the researcher adopted the approach proposed by Flick
In 2014, the researcher conducted an analysis of interview data by categorizing it into main themes and patterns To gain a deeper understanding, the researcher reread the data to identify valuable insights Next, codes were assigned to the data to facilitate organization and retrieval The researcher then identified key themes, assessed the significance of responses, and explored relationships between themes and data sets Ultimately, the findings were interpreted and presented concerning third-year English-majored students' perceptions of Verb-Noun collocations in argumentative essays, with the analysis based on Vietnamese transcriptions and selected extracts quoted in the study.
34 finding chapter were translated into English to save translation time The translation was sent to the supervisor to check the accuracy and appropriateness of language use
This chapter outlines the research methodology used in the study, detailing the research design, site, and participants It also discusses the data collection instruments, procedures, and analysis methods The subsequent chapter will present the study's findings.
Findings and Discussion
Third-year English-majored students’ perceptions of the use of Verb-Noun
Third-year English-majored students’ perceptions the use of Verb-Noun collocations when writing argumentative essays were presented in different aspects as follows
4.1.1 Third-year English-majored students’ knowledge about collocations
Figure 4.1 shows the information about how much third-year English-majored students have known about collocations
Figure 4.1 English-majored students’ knowledge about collocations
According to Figure 4.1, an overwhelming 94% of students were familiar with collocations, while a small minority had limited knowledge of the term Specifically, 5% of students had heard of "collocations" but lacked a clear understanding, and 1% had never encountered the term before.
A lack of knowledge regarding word combinations can hinder students' proficiency in English, affecting their communication skills Understanding collocations significantly influences language processing, comprehension, and usage (Shehata, 2008) Consequently, enhancing students' awareness of collocations can lead to improvements in their overall language proficiency and writing skills (Ellis, 1997; Hill, 2000; Lewis, 2000) Despite the small number of students with limited collocation knowledge in this study, it remains a crucial factor in language learning and teaching.
This is the first time I have ever heard about collocations
I have ever heard about collocations but I don’t know what they are
4.1.2 The importance of collocations in argumentative essays
The students’ belief about the important role of collocations in argumentative essay writing was presented in Figure 4.2
Figure 4.2 English-majored students’ perceptions of the importance of collocations in argumentative essay writing
Figure 4.2 illustrates that a significant majority of surveyed students recognize the crucial role of collocations in argumentative writing, with 61% indicating that collocations are very important and 36% deeming them important in their essay composition.
The answers of the students on the importance of collocations were also well mirrored in the interviews None of the six interviewed students considered collocations unimportant at all
“To me, collocations are extremely important not only in spoken language but written language as well I want to master the use of collocations.”
3% unimportant rather important important very important not sure
“In my opinion, collocations play an important role in my argumentative essay writing When I write, I always try to use collocations They have more precise meanings than single words.”
“Collocations are very important, of course Our teacher has always encouraged us to use collocations as often as we can.”
“Collocations are a very important part of knowledge of second language acquisition They are essential to English-majored students like us when it comes to writing skill.”
“Collocations are really important If we want to speak or write fluently and accurately, we have to acquire this kind of knowledge.”
“In my opinion, if you want to reach a higher level of argumentative essay writing, you have to master collocations That’s why collocations are important.”
The study by Mutlu and Kaşlıoğlu (2016) aligns with these findings, highlighting that a significant majority of Turkish EFL teachers and learners perceive collocations as crucial in language acquisition Specifically, 58.9% of learners regard collocations as either 'very important' or 'important' for their language learning process.
The questionnaire results indicated that only 3% of students, or three out of 100, expressed uncertainty regarding the significance of collocations In contrast, a previous study by Mutlu and Kaşlıoğlu found that the number of uncertain learners was ten times higher This discrepancy in perceptions may be attributed to the differing proficiency levels of participants, as Mutlu and Kaşlıoğlu's subjects were high school students, while this study focused on third-year university students majoring in English.
There are many reasons for these answers, among the most popular ones was that
A writer cannot achieve fluency without a deep understanding of the specific terminology related to their field (Gledhill, 2000, p.1) Without this knowledge, learners struggle to express their ideas clearly.
4.1.3 Levels of influences that Verb-Noun collocations have on students’ argumentative essays
Figure 4.3 reveals some information about third-year English-majored students’ perceptions of the extent of influences that Verb-Noun collocations have had on their argumentative essays
Figure 4.3 English-majored students’ perceptions of the levels of influences that Verb-Noun collocations have on students’ argumentative essays
Figure 4.3 indicates that a significant majority of students recognize the impact of Verb-Noun collocations on their argumentative essay performance Specifically, 57% of students reported a considerable influence, while 23% acknowledged a moderate effect However, only 15% of students viewed Verb-Noun collocations as extremely important in their writing process.
The interviews indicate that the use of Verb-Noun collocations significantly influences students' performance in argumentative essays, with four out of six students expressing strong agreement on this point Respondent 1's feedback reflects the sentiments shared by other participants.
15% little or none some a moderate amount quite a lot a great deal
“Verb-Noun collocations have had a great deal on my argumentative essay writing.”
Meanwhile, only two students believed that Verb-Noun collocations have affected their argumentative essay writing moderately They did not regard Verb-
Noun collocations are essential for successful writing due to their significant impact on vocabulary usage, particularly in argumentative essays Various types of collocations contribute equally to enhancing the quality of writing.
Argumentative essay writing has certainly been influenced by the use of Verb-Noun collocations, but their impact is moderate Other collocation types, such as Adjective-Noun and Verb-Adverb combinations, are also significant and play an essential role in effective writing.
Several factors influence students' argumentative essays, including lexical resources, grammar range and accuracy, organization, content, cohesion, and coherence Students tend to concentrate more on grammar and ideas when these are not their strengths, as noted by Respondent 6.
Verb-noun collocations have had a moderate impact on my argumentative essay writing My primary focus is on grammar, as I fear making grammatical errors Additionally, the clarity of my ideas plays a crucial role in my writing process.
42 most important to me when I write I usually get stuck and do not know how to present my arguments because I run out of ideas all the time.”
4.1.4 Frequency of Verb-Noun collocation distribution in students’ argumentative essays
Figure 4.4 shows the frequency of use of Verb-Noun collocations that third-year English-majored students produced in their argumentative essays
Figure 4.4 English-majored students’ perceptions of the frequency distribution of verb- noun collocations used in the students’ argumentative essays
According to Figure 4.4, a significant 89% of students reported using Verb-Noun collocations in their argumentative essays Although only 9% consistently utilized these collocations, a notable number of students often and sometimes incorporated them in their writing.
9% never rarely sometimes often always
Noun collocations were prevalent among students, accounting for 41% and 39% Despite a small percentage of students rarely or never using Verb-Noun collocations, at 4% and 7% respectively, this raises significant concerns regarding the collocational competence of third-year English majors.
Despite being aware of the significance of Verb-Noun collocations, many students struggled to incorporate them into their argumentative essays This difficulty stemmed from their challenges in combining words effectively, leading to a lack of production of these collocations Additionally, time constraints and examination pressure hindered their ability to express ideas fluidly The absence of dictionaries as reference tools further exacerbated their challenges, highlighting a gap in collocational knowledge Respondent 4's insights reflect the sentiments shared by other participants.
Types of mistakes by third-year English-majored students when producing Verb-Noun collocations in argumentative essays
This study examines the common mistakes made by third-year English majors in producing Verb-Noun collocations within argumentative essays The analysis categorizes the collected data into three key themes: the overall tokens of Verb-Noun collocations, the frequency distribution of verbs used in these collocations, and the frequency distribution of mistakes related to Verb-Noun collocations.
4.2.1 Overall tokens of Verb-Noun collocations
In a study involving 60 argumentative essays by third-year English majors, Verb-Noun combinations were manually extracted and analyzed Each essay averaged 250 words, and the data was organized to distinguish between free combinations and idiomatic expressions The findings are summarized in Table 4.1, showcasing the overall occurrences of Verb-Noun collocations.
Table 4.1 Overall tokens of Verb-Noun collocations
No of Verb-Noun combinations 1701 N= 100
No of Verb-Noun collocations 299 17.6%
In total, the learners generated 1701 Verb-Noun combinations, with collocations occurring 299 times, representing 17.6% This percentage of Verb-Noun collocations is slightly lower than that found in Nesselhauf’s (2003) study.
The difference in the proportion of Verb-Noun collocations in students' essays may stem from varying proficiency levels, as highlighted by Nesselhauf (2003) While Nesselhauf's study focused on advanced German-speaking learners, this study examines intermediate Vietnamese-speaking learners of English It is evident that learners with higher proficiency can produce more Verb-Noun collocations compared to those with lower proficiency levels.
Laufer and Walman (2011) support the findings that writing topics in Nesselhauf’s study were more varied, encompassing both argumentative and non-technical genres Examples of essay titles included “Is there any point in being ecology-conscious?” and “Is peace a good thing at any price?” In contrast, this study provided students with only three argumentative topics to explore in their writing.
4.2.2 The frequency distribution of Verb-Noun collocations
Analyzing argumentative essays by third-year English majors provides insights into the frequency distribution of Verb-Noun collocations, as illustrated in Table 4.2.
Table 4.2 The frequency distribution of Verb-Noun collocations
No of Verb-Noun collocations 299
No of types of Verb-Noun collocations 96 N0
No of Verb-Noun collocations only occurring once 76 79.2%
No of collocations occurring more than once 20 20.8%
Table 4.2 reveals that out of 299 collocations found in students' argumentative essays, there are 96 distinct types of Verb-Noun collocations Notably, a significant majority (79.2%) of these collocations appeared only once, while around one fifth were repeated The most common recurring collocations include "spend money" (45 occurrences), "save money" (35), "take care of someone" (35), and "make money" (10), among others Other notable phrases include "earn salary" (8), "look for a job" (8), and "spend time" (8), highlighting the patterns in students' usage of Verb-Noun combinations.
Language learners exhibit a diverse range of Verb-Noun collocations in their argumentative essays, such as "raise a child," "do household chores," and "make a choice." This variation in collocation usage highlights the phraseological competencies of the learners These findings align with Zang’s research, emphasizing the importance of collocation in language acquisition and proficiency.
(1993) study which concluded that more advanced second language learners produce more varied collocations than less advanced students
4.2.3 The frequency distribution of verbs in Verb-Noun collocations
Table 4.3 shows some information about how frequent verbs in Verb-Noun collocations were produced in argumentative essays by English-majored students
Table 4.3 The frequency distribution of verbs in Verb-Noun collocations
No of Verb-Noun collocations 299
No of types of verbs 35 N= 100
No of verbs only occurring once 25 71.4%
No of verbs occurring more than once 10 28.6%
An analysis of Verb-Noun collocations revealed that learners utilized verbs excessively, with a total of 299 collocations identified in argumentative essays Among these, 35 distinct types of verbs were produced, with ten verbs occurring multiple times: "have" (70 instances), "spend" (53), "take" (42), "save" (35), "earn" (15), "make" (14), "look" (8), and "do," "pay," and "commit," each appearing twice.
Figure 4.7 categorizes verbs into three frequency groups: those occurring once, those occurring between 2 and 10 times, and those with a frequency of 10 or more.
Figure 4.7 The frequency distribution of verbs in Verb-Noun collocations
Figure 4.7 demonstrates that a small number of verbs dominate Verb-Noun collocations in argumentative essays written by language learners Specifically, seven verbs account for 81% of these collocations, indicating that students tend to rely on a limited vocabulary This reliance highlights the vocabulary constraints faced by third-year English majors, who often use familiar verbs in various collocations The tendency to overuse a narrow range of verbs suggests that second language learners favor language elements they have mastered, reflecting their ongoing interlanguage development Furthermore, the limited verb usage points to the concept of "collocational teddy bears," where learners prefer commonly used verbs instead of exploring less frequent alternatives.
59 verbs (Nesselhauf, 2005) In other words, all the verbs that are often produced by learners are verbs that have high frequencies
4.2.4 Overall tokens of Verb-Noun collocation mistakes
The evaluation of Verb-Noun collocations revealed their acceptability, categorizing them into correct and incorrect combinations The findings are summarized in Table 4.4.
Table 4.4 Overall tokens of Verb-Noun collocation mistakes
No of Verb-Noun collocations 299 N= 100
No of correct Verb-Noun collocations 119 39.8%
No of incorrect Verb-Noun collocations 180 60.2%
In a study analyzing 299 Verb-Noun collocations in argumentative essays by English-majored students, it was found that over 60% were incorrect, while only 39.8% were deemed correct This high percentage of erroneous collocations significantly exceeds findings from previous research, which reported around one-third of collocations as incorrect (Nesselhauf, 2003; Laufer & Waldman, 2011) The discrepancy arises from differing methodologies in assessing well-formed collocations, as Nesselhauf (2005) and Laufer & Waldman (2011) utilized both corpus-based resources, such as the Oxford Collocations Dictionary and the British National Corpus, alongside the BBI Combinatory Dictionary of English.
4.2.5 Types of Verb-Noun collocation mistakes produced in argumentative essays by third-year English-majored students
The collected quantitative data on different types of Verb-Noun collocation mistakes in argumentative essays by third-year English-majored students were presented in Figure 4.8
Figure 4.8 English students’ perceptions of the frequency distribution of types of Verb-Noun collocation mistakes produced in argumentative essays
Third-year English majors faced numerous errors in creating Verb-Noun collocations within their argumentative essays, as illustrated in Figure 4.8, with approximately 55% of participants acknowledging these mistakes.
Wrong choice of verb Wrong choice of noun Combination exists but it is not used correctly
Combination doesn’t exist and cannot be corrected by exchanging single elements
Preposition of a prepositional verb missing
Preposition of a prepositional verb present though unacceptable or wrong
Preposition of noun present though unacceptable or wrong
Article missing Article present though unacceptable or wrong
Nouns used in singular instead of plural orr vice verse Wrong syntactic structure never rarely sometimes often always
Students frequently made significant errors in using Verb-Noun collocations, with many combinations being incorrect and unfixable by merely swapping individual elements Additionally, a common mistake involved missing prepositions in prepositional verbs, affecting 50% of the cases observed.
Summary of the chapter
This chapter summarized the findings from questionnaire data, students' argumentative essays, and interviews, addressing two research questions: (1) the perceptions of third-year English majors regarding Verb-Noun collocations in their essays, and (2) the common mistakes made with these collocations Additionally, it discussed key findings in relation to similar studies.
Chapter 5.Conclusion, Implications, Limitations and Suggestions for Further Research
Conclusion
The research investigated third-year English-majored students' perceptions and usage of Verb-Noun collocations in argumentative essays at Hue University of Foreign Languages Findings revealed that students generally recognized the significant role of these collocations and their impact on essay writing Consequently, nearly all students held positive views on utilizing Verb-Noun collocations in their argumentative essays, despite experiencing varying levels of difficulty.
The study revealed that third-year English majors produced a limited number of Verb-Noun collocations in their argumentative essays While they demonstrated a variety of verbs, their choices primarily reflected those commonly used by native speakers in everyday contexts, rather than incorporating less frequent or academic verbs (Nesselhauf, 2005).
In other words, all the verbs often produced by the students are verbs with high frequencies
Third-year English majors often make specific mistakes when creating Verb-Noun collocations in their argumentative essays Alongside a limited range of these collocations, the study identified common errors that students encounter during their writing process.
A recent study revealed a notably high percentage of incorrect Verb-Noun collocations The most common errors identified were due to the "wrong choice of verb," while other frequent mistakes included completely incorrect combinations, prepositional errors, and determiner issues.
Based on the research findings, this article presents key pedagogical strategies aimed at reducing errors in Verb-Noun collocations within argumentative essays and enhancing the collocational competence of second language learners.
Pedagogical implications
On the basis of the results of the current study, several pedagogical implications can be proposed for students, teachers and curriculum designers
Language is fundamentally based on sense and grammar, with the effective use of formulaic sequences being crucial for fluent communication The significance of collocations, especially Verb-Noun combinations, in enhancing learners' argumentative essay writing is vital Therefore, students should prioritize understanding collocations as part of their vocabulary development rather than merely concentrating on individual words.
Secondly, as suggested by the majority of students in this study, students should increase exposure to Verb-Noun collocations in varied contexts by reading
Engaging with 68 academic writings allows students to gather diverse ideas and enhance their familiarity with Verb-Noun collocations, which are essential for crafting effective argumentative essays Furthermore, this practice enables them to identify and establish connections between the elements of these collocations (Durant & Schmitt, 2010).
Students should leverage English collocation dictionaries designed for learners, as they serve as reliable resources for understanding language lexicon Notable examples include the Oxford Collocations Dictionary, Oxford Advanced Learners Dictionary, The BBI Dictionary of English Word Combinations, and The LTP Dictionary of Selected Collocations, all of which are grounded in extensive natural language data, making them particularly effective for mastering English collocational properties.
Students should actively apply learned Verb-Noun collocations in various contexts, as both receptive and productive knowledge are crucial Focusing solely on receptive collocations through lists or grids without incorporating them into writing and speaking hinders their ability to use these collocations effectively.
According to Schmidt (1990), what language learners become conscious of, what they pay attention to, and what they notice, influence and in some ways
69 determine the outcome of their learning Therefore, one of the most important suggestions is that teachers create the consciousness of collocations in learners
Students struggle with producing Verb-Noun collocations correctly, largely due to language teachers focusing on definitions instead of emphasizing collocational patterns This study suggests that educators should rethink their vocabulary teaching methods to enhance students' understanding and usage of collocations.
Woolard (2000) suggests that enhancing learners' collocational knowledge can be achieved by targeting specific mis-collocations made by students By identifying these errors, teachers gain insights into the types of mis-collocations learners struggle with, allowing them to incorporate relevant examples into classroom activities This approach aims to improve students' understanding of Verb-Noun collocations effectively.
Research indicates that collocations from the mother tongue (MT) are frequently translated directly into English (Mahmoud, 2005; Taiwoo, 2004) Therefore, it is essential for educators to highlight the differences in collocational patterns between the MT and the target language.
Participants expressed their expectation that teachers would help them reduce Verb-Noun collocation errors and enhance their ability to use collocations effectively in argumentative essays They recommended that teachers provide a diverse array of academic materials to expand their vocabulary and improve their understanding of Verb-Noun collocations.
5.2.3 Pedagogical implications for curriculum designers
Curriculum designers are essential in language programs, alongside language teachers, as they must adapt existing materials to incorporate multi-word units Richard and Renandya (2002) emphasize that the role and use of materials are crucial in language curriculum development, serving as a primary source for learners' language exposure Furthermore, it is important to integrate more activities focused on enhancing students' use of Verb-Noun collocations in their argumentative essays within the teaching-learning process.
Limitations
This study achieved its aims but faced several limitations Conducted at Hue University of Foreign Languages with only 100 third-year English majors, the results cannot be generalized to a larger population Additionally, the analysis focused solely on Verb-Noun collocations in argumentative essays on three topics, potentially overlooking other factors affecting learners' collocational use and errors, such as exam pressure and unfamiliar topics Furthermore, the evaluation of collocations was performed by qualified English teachers using dictionaries, which may introduce subjectivity in assessing collocation errors.
Suggestions for further research
To enhance the generalizability of the study, it is recommended that future longitudinal research involve a larger population of English-majored students with varying proficiency levels This approach will offer a more comprehensive understanding of students' perceptions and their application of Verb-Noun collocations in argumentative essays.
The analysis of collocational use and errors should encompass both oral and written forms, allowing participants to engage with a wider array of topics This comprehensive investigation into learners' collocational usage and mistakes will provide more reliable insights into their collocational repertoire Additionally, a comparison of collocation usage between male and female participants can be conducted.
Further research should focus on evaluating Verb-Noun collocations by employing a combination of methods to assess their acceptability in relation to native-like usage This evaluation can be enhanced through the use of dictionaries, corpora, consultations with native speakers, and acceptability-of-collocations surveys, which serve to triangulate the findings from the first three methods.
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Appendices Appendix 1: Questionnaire (English version)
My name is Nguyễn Thị Vân Uyên, an MA candidate at University of Foreign Languages, Hue University I am currently doing my MA research paper entitled
“The perceptions and the use of Verb-Noun collocations of third-year English- majored students at Hue University of Foreign Languages
This questionnaire is designed to explore your views on the use of Verb-Noun collocations and to identify common mistakes you encounter when using them in your argumentative essays.
The questionnaire data is crucial for the quantitative analysis of this study, serving as a valuable resource for research Responses will be used solely for academic purposes, ensuring that participant confidentiality is fully protected at all times.
Thank you for your help!
Please tick ( ✓ ) one option that applies to your background information
1 What is your name? (Optional)
◻ English Language Teaching ◻ English Language Studies
4 How long have you been learning English?
Please answer the following questions by putting a tick (√) next to your choice You may choose more than one option or give your opinions in some questions Definition of collocations:
Collocations are chunks of words that can go together so that they sound natural to native speakers
5 How much do you know about collocations?
□ This is the first time I have ever heard about collocations
□ I have heard about collocations but I don’t know what they are
6 How important do you think collocations play a role in your argumentative essay writing?
7 To what extent do you think Verb-Noun collocations have influenced your argumentative essay writing?
8 How often do you use Verb-Noun collocations in your argumentative essay writing?
9 Why do you use Verb- Noun collocations in your argumentative essays?
□ It makes my written language more natural
□ It helps me express my thoughts effectively without having to produce too long utterances
□ Show a higher level of writing
□ Others: (Please write your specific answer)
10 How difficult do you find using Verb-Noun collocations in your argumentative essay writing?
11 What types of mistakes in Verb-Noun collocations do you often encounter?
Frequency Never Rarely Sometimes Often Always
3 Combination exists but it is not used correctly
4 Combination doesn’t exist and cannot be corrected by exchanging single elements
IC: Hold children within bounds
CC: Show children where the boundaries lie
5 Preposition of a prepositional verb missing
6 Preposition of a prepositional verb present though unacceptable or wrong
IC: fail in one’s exam
CC: have a discussion about something
8 Preposition of noun present though unacceptable or wrong
IC: raise the question about
CC: raise the question of
10 Article present though unacceptable or wrong
11 Nouns used in singular instead of plural or vice versa
CC: make friends with someone
12 What can you do to minimize Verb-Noun collocation errors?
□ Be aware of the importance of Verb-Noun collocations in writing argumentative essays
□ Learn more Verb-Noun collocations by reading academic writings in English extensively
□ Make effective use of English collocation dictionaries
□ Try to use learned Verb-Noun collocations in different contexts as much as possible
□ Other: (Please write specific answer)
1 What do you know about collocations?
2 How important do you think collocations play a role in writing argumentative essays?
3 How often do you use Verb-Noun collocations in your writing argumentative essays?
4 Why do you use Verb- Noun collocations in your writing argumentative essays?
5 Do you have any difficulties using Verb-Noun collocations? What are they?
6 What types of Verb-Noun collocation mistakes do you often make in your writing? Please give some examples
7 What can you do to minimize errors in Verb-Noun collocations? What do you expect from your teachers?
1 Bạn biết gì về kết hợp từ (collocations)?
2 Bạn nghĩ collocations đóng vai trò quan trọng như thế nào trong việc viết các bài văn tranh luận?
3 Bạn có thường sử dụng kết hợp động-danh từ (Verb-Noun collocations) trong các bài văn tranh luận của mình không?
4 Tại sao bạn lại sử dụng Verb-Noun collocations trong các bài văn tranh luận của mình?
5 Bạn có gặp khó khăn gì khi sử dụng Verb-Noun collocations không? Những khó khan đó là gì?
6 Bạn thường mắc phải những lỗi về Verb-Noun collocations nào trong bài viết của mình? Xin đưa ra một số ví dụ
7 Bạn có thể làm gì để giảm thiểu lỗi trong việc sử dụng Verb-Noun collocations?
Bạn mong đợi điều gì từ giáo viên của bạn.?
2 cost someone an arm and a leg
Collocations Correct Incorrect Types of mistakes
2 make someone friends ✓ wrong syntactic structure