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1

English language students’ productive and receptive knowledge of collocations

100%
Begagić M.
ExELL
|
2014
|
vol. 2
|
issue 1
46-67
EN
The importance of collocations in second language learning has been recognized in the past few decades. There have been numerous studies in L2 acquisition research that investigated how the knowledge and use of collocations at different levels of proficiency affect learners’ communicative competence and language performance. Moreover, it seems important to mention that most of the studies investigating the collocational knowledge of students learning English as their L2, indicated students’ poor performance (Fayez-Hussein 1990; Aghbar 1990; Bahns and Eldaw 1993; Stubbs 2002; Wray 2002; Nasselhauf 2005; Ozaki 2011). The aim of this paper is to explain the notion of collocation as well as its most common classification, and to point out the importance of its proper use for English language students who are native speakers of the Bosnian/Croatian/Serbian (BCS) language. Furthermore, this study examines the productive and receptive knowledge of lexical collocations in order to access students’ collocational competence. The results indicate students’ poor collocational knowledge. This can be due to the fact that collocations of the language students are learning are interfering with the collocations of their mother tongue, but also due to the way students are taught English (vocabulary negligence in comparison with grammar and unawareness of the importance of collocations in language learning).
2

Collocational competence of primary and secondary school students

88%
Miščin E.
ExELL
|
2015
|
vol. 3
|
issue 1
8-25
EN
The aim of the paper is to test collocational competence of primary and secondary school students to establish the most frequent problems they encounter. Based on these collocational errors teachers could devise their teaching material and help students in improving their collocational competence.
3
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Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick

75%
Targońska J.
Glottodidactica
|
2019
|
vol. 46
|
issue 1
179-196
DE
The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence
4
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Collocational competence – an underrecognized component of lexical competence

71%
Targońska J.
Neofilolog
|
2014
|
issue 43/2
193-208
PL
This paper emphasizes the need to include collocational competence in the model of lexical competence. Different ways of understanding of the notion “collocation” are presented together with the existing models of lexical competence. Next, a new model of lexical competence is pro-posed, i.e. the model covering lexical competence as well. The Author presents her original concept of collocational competence and argues for its development in vocabulary extension at a foreign language class.
5

Zur Erfassung der Kollokationen in Vokabeltaschenbüchern und Vokabelheften für DaF-Lernende

63%
Targońska J.
Prace Językoznawcze
|
2016
|
issue 18/4
PL
W niniejszym artykule podjęto próbę analizy książeczek słówek, które są opracowywane do konkretnych podręczników do nauki języków obcych. Celem ich analizy było zbadanie, czy kolokacje są uwzględniane w tych materiałach przeznaczonych do samodzielnej nauki. Artykuł przedstawia wyniki analizy czterech takich książeczek opracowanych do podręczników do nauki jęz. niemieckiego jako obcego na poziomie od A1 do B2. Analizie jakościowej i ilościowej poddano nie tylko listy słówek, ale również przykładowe zdania, służące wyjaśnianiu znaczenia nowych słówek. Na podstawie wyników tej analizy podjęto też próbę odpowiedzi na pytanie, czy dzięki tym publikacjom uczący się języka niemieckiego mogą rozwinąć kompetencję kolokacyjną.
EN
Acquisition and usage of collocations is a source of problems for foreign language learners because students are often not aware of their existence and do not realize their importance in mastering foreign language vocabulary. Collocations are conventionalized fixed sequences of words specific for each language, therefore they cannot be creatively generated by a speaker. Collocations have to be both acquired and recalled as vocabulary learning units. Special materials accompanying handbooks may be useful if they present vocabulary not only as individual words but also as collocations. This paper analyses specimens of such materials designed for specific handbooks. The objective of the analysis is to investigate if these learning materials include collocations. The paper presents the results of an analysis of four specimens designed for coursebooks for teaching German as a foreign language (Levels A1 – B2). The qualitative and quantitative analysis covered not only word inventories but also exemplary sentences used to illustrate the meaning of new words. The results of the analysis also allow to address the question of how such materials help learners to develop collocational competence.
6
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INNOWACJE METODOLOGICZNE – ZASTOSOWANIE INNOWACYJNYCH TECHNIK ELICYTACJI W BADANIU KOMPETENCJI KOLOKACYJNEJ

63%
Targońska J.
Neofilolog
|
2018
|
issue 50/1
109-125
EN
Research on collocational competence, which is a component of lexical competence, is part of more general research on the acquisition of vocabulary. The methodology adopted in such research continues to evolve. The present article overviews some elicitation techniques for measuring the acquisition of collocations which have been used so far, focusing on their weaknesses. Another focus of the article is innovative and unconventional techniques of elicitation, which are not only an effective measure of the growth of students’ receptive and productive collocational competence, but also a means of raising their collocational awareness.
7

Theoretische Überlegungen zu Kollokationen in DaF-Lehrwerken

51%
Targońska J.
Prace Językoznawcze
|
2015
|
issue 17/3
125–136
PL
W niniejszej pracy przedstawiono najpierw ogólny zarys dwojakiego rozumienia pojęcia kolokacji: w ujęciu szerokim – frekwencyjnym oraz w ujęciu wąskim – semantycznym. Następnie wskazano na fakt, z czego wynikają problemy w użyciu kolokacji w nauce języków obcych. A ich przyczyn można szukać w nieznajomości wśród uczniów zjawiska kolokacyjności i konwencjonalności w zestawianiu wyrazów w syntagmach w różnych językach. Główna część artykułu przedstawia koncepcję uwzględniania zjawiska kolokacyjności w podręcznikach do nauki języka niemieckiego jako obcego. Rozważania teoretyczne dotyczą następujących zagadnień: w jaki sposób podręczniki mogłyby przekazywać wiedzę na temat kolokacji, jak mogłyby budować świadomość kolokacyjną oraz pomagać w rozwoju receptywnej i produktywnej kompetencji kolokacyjnej.
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