Naslov
University Students’ Productive Knowledge of English Collocations

Autori
Balenović, Katica ; Balić Motušić, Maja

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Značenje u jeziku - od individualnoga do kolektivnoga / Matešić, Mihaela ; Martinović, Blaženka - Zagreb : Srednja Europa ; Hrvatsko društvo za primijenjenu lingvistiku (HDPL), 2020, 181-193

ISBN
978-953-8281-05-1

Skup
XXXIII. međunarodni znanstveni skup HDPL-a "Značenje u jeziku – od individualnoga do kolektivnoga"

Mjesto i datum
Rijeka, Hrvatska, 16.05.2019. - 18.05.2019

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Domaća recenzija

Ključne riječi
collocations, productive knowledge, collocational competence

Sažetak
Many studies on the acquisition of collocations by non-native speakers of English mostly focused on investigating collocational errors in general English that indicated learners’ poor collocational knowledge (Ellis, 2001 ; Stubbs, 2002 ; Nesselhauf, 2003 ; 2005). Most of EFL learners are not aware of the existence of collocational relations among the words as a kind of “natural order” in the given language which are different than the collocational relations in their mother tongue. Negative language transfer or interference from the learner’s L1 is according to some studies (e.g. Chanel, 1981 ; Durrant&Schmitt, 2009) the crucial factor that has caused the lack of collocational competence among EFL learners. The purpose of this paper is to explore students' knowledge of collocations in academic texts with a primary focus on a productive level. The study was conducted among 46 second- year students of the Department of Teacher Education at the University of Zadar studying English as a part of an EAP (English for Academic Purposes) course. Students were given a collocation test containing sentences which they had to complete. In the first part of the test, students were given the first letter of the word to prompt the production process, and in the second part, students were required to write down the collocation without any assistance. Both grammatical and lexical collocations were proposed. Furthermore, the error analysis has been made according to students' understanding and their knowledge of the meaning and processing of collocations. The study showed that there is a lower level of students' productive knowledge of grammatical collocations in comparison to productive knowledge of lexical collocations. Moreover, it was also shown that in the process of acquiring collocations, students transfer collocational relations from their L1 to L2 mental lexicon, i.e. students are not aware that collocations are acquired as single units of L2 lexical relations which are mostly different than L1 lexical relations.

Izvorni jezik
Engleski

Znanstvena područja
Filologija, Interdisciplinarne humanističke znanosti

POVEZANOST RADA