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Use of Lexical Collocations from the Task Prompts in Opinion Essays by Vietnamese EFL Students

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Title: Use of Lexical Collocations from the Task Prompts in Opinion Essays by Vietnamese EFL Students
Language: English
Authors: Tran Ngoc Quynh Phuong, Bao Trang Thi Nguyen, Thi Linh Giang Hoang, Vu Quynh Nhu Nguyen, Le Hoang Phuong Ngo
Source: Taiwan Journal of TESOL. 2024 21(2):65-100.
Availability: National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
Peer Reviewed: Y
Page Count: 36
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Error Analysis (Language), Computational Linguistics, Verbs, Nouns, Form Classes (Languages), Dictionaries, Language Variation, North American English, Cues, Grammar, Error Patterns, Writing Instruction, Teaching Methods, Undergraduate Students, Majors (Students), Vietnamese People, Foreign Countries
Geographic Terms: Vietnam
ISSN: 1814-9448
Abstract: This article examines the use of prompt-based lexical collocations in opinion essays by Vietnamese English as a foreign language (EFL) students. Fifty second-year English majors at a Vietnamese university wrote 100 opinion essays on two topics as progress tests. The AntConc programme (Anthony, 2020) was employed to identify the frequencies of use of the prompt-based lexical collocations in the essays. Paraphrases of the target lexical collocations were further identified and calculated for their occurrences. The AntConc concordance lines that target the prompt-based collocations or paraphrases were analysed for errors, with the consultation of the Oxford Collocations Dictionary (OCD), the British National Corpus (BNC), and the Corpus of Contemporary American English (COCA). The results revealed that students repeated the source lexical collocations and replaced them with various word combinations, though recycling occurred to a greater extent. Erroneous use involved use of i) incorrect word combinations, mainly through wrong choice of verbs, adjectives, or nouns that do not collocate with adjacent words and ii) incorrect grammatical forms of the individual lexical words of the target collocations (i.e., omission of plural marker --s, misuse of parts of speech). Pedagogical implications are discussed to assist students in using lexical collocations appropriately in L2 writing.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448453
Database: ERIC
FullText Text:
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  Data: Use of Lexical Collocations from the Task Prompts in Opinion Essays by Vietnamese EFL Students
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  Data: National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol@nccu.edu.tw; Web site: http://www.tjtesol.org/index.php/
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  Data: This article examines the use of prompt-based lexical collocations in opinion essays by Vietnamese English as a foreign language (EFL) students. Fifty second-year English majors at a Vietnamese university wrote 100 opinion essays on two topics as progress tests. The AntConc programme (Anthony, 2020) was employed to identify the frequencies of use of the prompt-based lexical collocations in the essays. Paraphrases of the target lexical collocations were further identified and calculated for their occurrences. The AntConc concordance lines that target the prompt-based collocations or paraphrases were analysed for errors, with the consultation of the Oxford Collocations Dictionary (OCD), the British National Corpus (BNC), and the Corpus of Contemporary American English (COCA). The results revealed that students repeated the source lexical collocations and replaced them with various word combinations, though recycling occurred to a greater extent. Erroneous use involved use of i) incorrect word combinations, mainly through wrong choice of verbs, adjectives, or nouns that do not collocate with adjacent words and ii) incorrect grammatical forms of the individual lexical words of the target collocations (i.e., omission of plural marker --s, misuse of parts of speech). Pedagogical implications are discussed to assist students in using lexical collocations appropriately in L2 writing.
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      – Text: English
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      – SubjectFull: Second Language Instruction
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      – TitleFull: Use of Lexical Collocations from the Task Prompts in Opinion Essays by Vietnamese EFL Students
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