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Collocations: Recording, Revising, Recycling
Transcript of Collocations: Recording, Revising, Recycling
(cc) photo by Franco Folini on Flickr
(cc) photo by jimmyharris on Flickr
(cc) photo by Metro Centric on Flickr
about 30 essays written by advanced speakers
judged by native speakers
considerable difficulty in producing collocations
- lowest number of mistakes
- most mistake-prone
e.g. pay attention, fail an exam
e.g. exert control, perform a task
Three levels: basic, intermediate, advanced
The same percentage of errors across the levels
About 33% of all collocations produced are erroneous
Laufer & Waldman (2011)
Weak Medium Strong
shrug your shoulders
honk the horn
fail a test
achieve a goal
reach a compromise
perform an experiment
make a mistake
see a film
Collocations in texts
underline/highlight in a text
What type of collocations are most
mistake-prone: strong, medium-strong, medium-weak or weak ?
Production of delexical verb + noun collocations
Learners’ mistakes similar despite vastly different L1s (Swedish and Chinese)
Mistakes caused by intralingual factors and possibly inadequate teaching
do damage, take account of
Wang and Shaw (2008)
Notebook / IWB
Guess the key word
Make up a story
Provide at least three collocations
Get students to translate whole expressions
Remind them that words do not correspond on word-for-word basis
other expressions, chunks
Collocations in class:
Collocation - a combination of words that co-occur more often than would be expected by chance
take a breath
bomb went off
At what level of proficiency are learners most likely to make collocational errors?
To what extent are learner’s errors caused by negative transfer from L1?
Cycle 1 & 2:
Public Domain image
By MykReeve via Wikimedia Commons
(CC BY-SA 3.0)
matching, sorting activities
Collocations across levels
Transfer from L1
Nesselhauf's (2003) and
Laufer & Waldman's (2011) studies:
half of all errors caused by L1 transfer
Cards / Quizlet
(whole class/in groups)
"Today I'm gong to use..."