Professional Documents
Culture Documents
SCIENTIFIC RESEARCH
March 2010
2
ACKNOWLEDGEMENT
In this research, we would like to thank our supervisor, Ms. Dang Thu Trang for her
enthusiastic help and guidance. The present study would not have been possible
without her assistance.
In addition, we would like to send our special thanks to the lecturers who participated
in our interview. Their contribution played an important role in our result.
Finally, we are also thankful to our friends in group QH08.E13 who gave us so many
useful suggestions in carrying out this research paper.
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i
TABLE OF CONTENTS
Table of Contents i
Abstract iii
CHAPTER 1: INTRODUCTION
2.1. Collocation 5
CHAPTER 3: METHODOLOGY
3.1. Sampling 13
3.2. Data collection instruments 13
3.3. Data collection procedure 14
3.3.1. Portfolios collection 14
3.3.1. Interviewing 14
3.4. Data analysis 15
CHAPTER 5: CONCLUSION 23
REFERENCES 25
APPENDICES 26
iii
Abstract
In writing skill, Vietnamese students often translate word-by-word from Vietnamese
into English. However, Vietnamese and English have different sets of vocabulary and
rules of grammar; therefore, their translation is not always correct. This is the reason
for the collocation mistakes. This research concentrate on finding out common
collocation mistakes in writing skill among second-year students in University of
Languages and International Studies, Vietnam National University, Hanoi. Then, some
solutions to avoid collocation mistakes suggested by writing skill lecturers, Group 2,
English Pedagogy, University of Languages and International Studies, Vietnam
National University, Hanoi were given. Twenty-five writing portfolios from class
QH.1.E13 were chosen as samples. In each portfolio, the researchers analyzed the
second draft of three first writing assignments. Besides, the researchers interviewed
three writing lecturers in Group 2. Once students realize and avoid collocation
mistakes, the researchers hope that their writing skill can be improved remarkably.
iv
1
CHAPTER 1: INTRODUCTION
Writing is one of the four compulsory skills in standardized tests such as IELTS, and
TOEFL. To develop writing skill, learners need to have profound knowledge of
vocabulary, structure and grammar.
This research aimed to introduce students and readers a thorough look on collation in
writing skill. Then the study was expected to show some common mistakes in
collocation that second-year students often make. Finally, some solutions were
suggested to help English learners reduce their collocation mistakes when they have to
deal with writing assignments. In brief, these objectives can be summarized into two
research questions:
1. What are some common collocation mistakes in writing among
second-year students?
2. What are some ways to avoid collocation mistakes according to
second-year teachers?
As could be seen from the title of the study, this paper strongly emphasizes on common
collocation mistakes among second-year students at ULIS, VNU, but not all the aspects
of collocation. At the same time, the researchers also try to find solutions to avoid
mistakes and improve writing skill.
The data collection methods involve portfolio analysis and structured interview. These
two methods were used during the process of data collection. Specifically, about
twenty-five portfolios of second-year students were collected to point out common
collocation mistakes. Then the researchers interviewed three second-year lecturers of
3
At the beginning, the collected portfolios are analyzed and all the collocation mistakes
were classified into fourteen types. The framework for analyzing was taken from
Oxford Collocation dictionary for students of English by Moira Runcie (p.9).
For the qualitative data taken in the interviews, the researchers ask the lecturers for
comments and suggestions about collocation. Then, this data is compared with the
results collected from portfolios.
Chapter 4 (Results and discussion) presents, analyzes and discusses the results that the
researchers found out from the data collected.
4
Summary
2.1. Collocation
2.1.1. Definition of collocation
Besides, collocation is also defined through its functions. According to Mitchell [1971:
65], collocation is to be studies within grammatical matrices which in turn depend on
their recognition on the observation of collocation similarities.
This is a kind of collocation which people usually think that it does not exist. For
example, the uniqueness of the word “foot” is that it is used as a verb in the collocation
“foot the bill”. At the same time, there are some phrases we do not know about this
word such as “footing the coffee”, “footing the invoice”. It is unique because it is not
used with any other nouns.
Besides some unique collocations, a large number of collocations are strong or very
strong ones in which any knowledge of words can be incomplete without some ideas of
their strong collocates. In ''English Collocation in Use- Advance'' (2008), a strong
collocation is one in which the words are very closely associated with each other. For
example, the adjective ''mitigating'' almost always collocates with ''circumstance'' or
''factor''; it rarely collocates with any other words.
This kind of collocation makes up the greater part of what people say and write. For
example, in some cases, people often think of “have a conversation”, but it is true that
“make a conversation”. Besides, there are many phrases which are considered as
8
Between two ways mentioned, the way in Oxford Collocation Dictionary for students
of English learner” (2002) is more convenient to classify common collocation
mistakes. In fact, this way is also mentioned in detail in ''English Collocation in Use-
Advance'' (2008).
Collocation is often regarded as arbitrary. Smadia (1989) says “Many wording choices
in English sentences cannot be accounted for on semantic of synthetic grounds; they
can only be expressed in terms of relations between words that usually occur together”
(p163). In fact, there is no rule or particular reasons for words when they are combined
with each other.
For example: "fast food", not "quick food"
"quick meal", not " fast meal"
As a result, people make the correct collocation based on lifetime’s experience of
hearing and reading the words in set combination.
Each language has own way and convention to combine words. Therefore collocation
is difficult to translate across language. For example: “eat dinner” in Vietnamese must
be “have dinner” in English.
In another words, collocation's ability to combine with another is restricted by
linguistic conventions.
Another characteristic of collocation is that its combinations are very often repeated in
a given context.
For example: “to do a crossword",” to make a mistake" are typical of the language.
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As a matter of fact, human’s brains have a tendency to store language in chunks rather
than individual words. Besides, it is more efficient and easy for people to remember
and use phrases as chunks. It is a good way to save a lot of time and effort when people
are trying to express our thoughts and emotions. Secondly, collocation also makes our
speech and writing become more natural and attractive because at a time, it is not easy
for people to think of the meanings and uses of a difficult word. In these cases,
collocations get their best effectiveness. Thanks to them, writers do not have to
consider about the uses of confusing words. In contrast, they are easy to write what
they think and what they want. The last reason that proves the importance of
collocation is that learning collocation lead to an increase in written. Learners can use
more phrases in a right way and improve their knowledge of vocabulary and
collocation. All of these reasons above make collocations become more important and
necessary for English learners.
2.2. Mistake
2.2.1. Definition of mistakes
been some studies related to collocation in ULIS, VNU, namely “Collocation of hard
and happy in English” and “The collocation of some groups of synonyms and some
problems faced by Vietnamese learners”. However, they focused on others areas such
as synonyms, collocation of ‘hard” and “happy” in English.
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CHAPTER 3: METHODOLOGY
3.1. Sampling
As the subject of the research was to find collocation mistakes among second-year
students, twenty-five writing portfolios from classes QH.1.E13 were chosen as
samples. In each portfolio, the researchers analyzed the second draft of three first
writing assignments. For such a limited scope, this number was considered suitable.
In addition, the research was carried out with the participation of three second-year
teachers of writing from Universities of Languages and International Studies, Vietnam
National University, Hanoi. They were chosen for some following reasons. The first
one was that they all taught second-year students; therefore, they knew exactly their
weak and strong points about collocation. Besides, lecturers were of advanced levels,
so their acquired knowledge of English was deep enough to give useful solutions to
students to avoid collocation mistakes. The researchers did not have questionnaire to
investigate the students' solutions because the English level of second-year students is
not high enough to do this.
In short, with the experience of the lecturers, the researchers would receive the most
specific advices to make the study become more clear and accurate.
In order to answer all the above research questions, some portfolios were collected
with the help of the teacher who was in charge of E13’s writing skill. This was an
effective way in identifying common mistakes or problems of students.
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In addition, a structured interview was also prepared for the data collection for. This
interview consisted of five questions delivering to CFL teachers from Division 2 in
order to get the most reliable and useful data. The questions were asked in Vietnamese
so that the answers would be more understandable. Two teachers were asked directly
and the third teacher answered via email. Then, all of them were translated into English
fully and clearly.
3.3.2. Interviewing
After interview questions were designed and piloted, the researchers contacted with
second-year lecturers of writing so that they could arrange suitable time to meet each
other. Then, in the interview, the researchers began with a brief self-introduction and
explanation of the format of the interview. During the interview, it was necessary for
the researchers to take notes some key points that the lecturers referred to. At the same
time, if necessary, the researchers would record the interview to get information as
much as possible. Finally, all the contents of the interview would be collected and
transcribed fully.
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This chapter will present and discuss the results the two research questions. The main
results come from the collected portfolios and the information provided by the
lecturers.
Typ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Tot
e al
Po.
1 2 1 2 1 1 1 1 2 11
2 1 2 1 1 5
3 1 1 2
4 2 2 1 3 1 1 10
5 1 1 2 4
6 3 1 1 5
7 1 1 1 1 1 2 1 8
8 1 1 1 1 1 5
9 1 1 1 1 4
10 1 2 2
11 1 1 1 3
12 2 1 1 2 1 7
13 1 1 2 3 1 1 9
14 1 1 3 5
15 1 1 1 2 1 2 8
17
16 1 1 1 3
17 1 2 1 1 5
18 1 1 2 4
19 1 1
20 1 1 1 3
21 1 1 2
22 2 3 1 1 7
23 1 1 2
24 1 2 3
25 0
T0. 19 1 14 8 11 19 15 2 2 20 2 1 5 0 119
% 16. 0.8 11. 6.7 8.4 16. 12. 1.6 1.6 16. 1.6 0.8 4.2 0 100
1 5 9 8 7 1 7 9 9 9 9 5 8
Table 1 shows the proportion of fourteen types of collocation mistakes, which were
collected from twenty five portfolios with seventy five writing assignment of second-
year students. There are three highest proportion involving type 1 (Adjective + Noun,
16.1%), type 6 (Preposition + Noun, 16.1%), type 10 (Verb + Preposition, 16.9%). The
second highest group includes type 3 (Verb + Noun, 11.9%) and type 7 (Noun +
Preposition, 12.7%). The next group has type 4 (Noun + Verb, 6.78%) and type 5
(Noun + Noun, 8.47%). Type 13 (Adjective + Preposition) follows with 4.28%. The
final ones consist of five types, type 2 (Quantifier + Noun), type 12 (Adverb +
Adjective) with 0.85% and type 8 (Adverb + Verb), type 9 (Verb + Verb), type 11
(Verb + Adjective) with 1.69%.
According to the statistics above, second-year students' writings often have three most
popular types of collocation mistakes. It is displayed clearly through the table below.
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Types 1 6 10
Por
1 2 1 2
2 1
3
4 2 3
5 1
6 3 1
7 1 2
8 1 1
9 1
10 2
11
12 2 2
13 1 1
14 1 1
15 1 2 2
16 1
17 1 1 1
18 2
19 1
20 1 1
21 1 1
22 2 3 1
23 1
24 1 2
25
Total 19 19 20
% 16.1 16.1 16.9
Table 2: The three highest proportion of mistakes in 25 portfolios.
From the table above, it is clarified that the most common mistake is the combination
of adjective and noun. For example, "dark intention" in portfolio 6 should be changed
into "practical intention" and "tender rice" in portfolio 22 should become "sticky rice".
Secondly, preposition and noun were also combined incorrectly such as "in the ceiling"
(P24), and "in the street" (P23). The correct form must be "on the ceiling" and
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"on the street". Thirdly, many students find it difficult to combine verb and preposition
correctly.
E.g: Contribute for (P4) ---> contribute to
Borrow in the library (P18) ---> borrow from the library
The next mistake were in type 3(Verb + Noun) and type 7 (Noun + Preposition).
Types 3 7
Por.
1 1 1
2 2
3 1
4 2 1
5 1
6
7 1
8 1 1
9 1 1
10
11
12 1 1
13 1 3
14 3
15 1
16
17 2
18 1 1
19
20 1
21
22
23
24
25
Total 14 15
% 11.9 12.7
Table 2: The second highest proportions of mistakes in 25 portfolios
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This was the second highest groups of mistakes the researchers found in twenty-five
collected portfolios. The following phrases were typical examples.
E.g. Make a test (P18) ---> do a test
Pay attention of (P18) ---> pay attention to
Besides, students did not make mistakes in type 14: adjective + verb + adjective +
noun + preposition + noun. That does not mean that students are good at this kind of
combination. The reason is that they can not combine at such a high level like that.
Also according to them, there are some reasons for collocation mistakes among
second-year students. Firstly, students are affected by mother tongue. It means they
translate word by word from Vietnamese into English. One of the examples is "gui no
cho toi"- "send it for me". In fact, it should be "send it to me" (Interview with teacher
2). Secondly, the limited vocabulary and uncertain collocation led to wrong
combination of words. Another example is the combination of adverb and the adjective
"wonderful". Students often write "very wonderful" instead of "absolutely wonderful"
(Interview with teacher 2, appendix page 32). The final reason is the carelessness in
writing, especially when students write under time pressure.
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From the views of the lecturers, there are many ways to avoid collocation mistakes.
The following solutions are the most typical ones.
As for the teachers, they should help students to be more aware of collocation mistakes
and the ways to avoid them. In other words, teachers and students play an important
role in commenting writing assignments. It will be better if students' writings are
commented before class so that the problems are found and solved easily. In fact, the
lecturers interviewed focused mainly on suggesting students. Firstly, students should
spend much time on practicing reading and writing skills to improve their vocabulary
and grammar. It helps students not only to develop creative thinking in order to arrange
main points and supporting points suitably but to develop information in their writings
as well. Secondly, they need to arrange suitable time to finish each step:
brainstorming, outlining, especially revising and editing before handing in the
assignments. These steps can make the writing papers more fluent and accurate.
Thirdly, learning based on sentence structures and phrases is also an essential and
useful factor to avoid collocation mistakes. Especially, Students can learn the structures
and phrases in Google; if they type the structure or the phrase, there will be many
results involving the structure of native speakers. Finally, students should collect many
materials involving collocation as sources of reference. For example, collocation
dictionary is very necessary.
In short, after analyzing the data collected from portfolios and interviews, the answers
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to the two research questions were found. The researchers hope that second-year
students can be more aware of collocation mistakes so that they would avoid them in
writing skill.
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CHAPTER 5: CONCLUSION
In this research, the researchers gave general information about collocation, mistakes
and the importance of collocation in writing skill. More importantly, the common
collocation mistakes among second-year students were pointed out specifically and
clearly. The most common mistakes were the combination of adjective and noun,
preposition and noun, verb and preposition. The least ones were type 2 (Quantifier +
Noun), type 12 (Adverb + Adjective) with 0.85%. Besides, type 14 (adjective + verb +
adjective + noun + preposition + noun) was the type that students did not make
mistakes. In the mean time, the useful solutions were also provided to help students to
avoid basic collocation mistakes. They were reading much to enrich vocabulary,
learning based on structure and phrases and taking advantages of “Oxford Collocation
Dictionary”.
However, this research was only in a small scale. In fact, the researchers focused on
twenty-five portfolios from class QH08.E13. The data could not reflect the level of all
students in English Pedagogy Department. Besides, this research only concentrated on
common collocation mistakes. The researchers did not cover much about the untypical
mistakes. Finally, solutions given in this research can only help students realize and
avoid collocation mistakes in general, not in specific types of mistakes.
As a result of the limitations above, the researchers hope that the next researchers who
share the same interest in collocation should have larger scale with more participants
and writing assignments. In addition, collocation mistakes should be analyzed and
discussed more specifically. Especially, the solutions for each type of mistakes should
24
be given. At the same time, the next researchers should also cover collocation mistakes
among students at different levels in ULIS, VNU, not only second-year students.
In short, the researchers hope that this research paper will be an useful material for
second-year students in particular and students in ULIS, VNU in general.
25
REFERENCES
APPENDICES
Appendix 1: Interview scheme
1, Setting
2, Personal information
- Gender
- Experience
3, Content
Main points:
2, Personal information
- Gender: Female
3, Content
Với kinh nghiệm của cô, xin cô cho biết nhận xét chung về vai trò của collocation trong việc
phát triển kĩ năng viết tiếng anh?
Theo mình thì vai trò của collocation là rất quan trọng
Trong quá trình dạy viết, cô thấy sinh viên có thường mắc lỗi collocation không ?
Theo cô, sinh viên thường mắc loại lỗi nào nhất trong các lỗi sau đây?
1. Adjective + Noun
2. Quantifier + Noun
3. Verb + Noun
4. Noun + Verb
5. Noun + Noun
6. Preposition + Noun
7. Noun + Preposition
8. Adverb + Verb
9. Verb + Verb
10. Verb + Preposition
11. Verb + Adjective
12. Adverb + Adjective
13. Adjective + Preposition
14. Adjective + Verb + Adjective + Noun + Preposition + Noun
Theo mình, sinh viên thường hay mắc lỗi Noun + Noun, Preposition + Noun, Noun +
Preposition, and Adverb + Adjective
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Theo cô, có những nguyên nhân phổ biến nào khiến sinh viên thường mắc loại lỗi này?
Thường thì có hai nguyên nhân cơ bản là do sinh viên không cẩn thận hoặc không viết bài
theo các steps
Cô có thể đưa ra một số giải pháp để khắc phục các lỗi sai về collocation khi làm bài môn
viết?
- kiên trì và làm theo các bước được học
- luyện kĩ năng phân bố thời gian hợp lí với các bước. For exmple:brainstorming,
outline, editing
- lên kế hoạch học viết thao các mẫu câu
- đọc nhiều để phát triển về tư duy để có thể sắp xếp các mainpoínt and supporting point
một cách hợp lí. Thứ hai là để phát triển thông tin, từ đó mình có thể xây dựng những ý
tưởng về các ví dụ và số liệu trong các bài viết của mình
- chú trọng đến các bước revision và editing trước khi hoàn thành bài và nộp bài
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Very often.
In your opinion, what are the most typical collocation mistakes among these following types?
1. Adjective + Noun
2. Quantifier + Noun
3. Verb + Noun
4. Noun + Verb
5. Noun + Noun
6. Preposition + Noun
7. Noun + Preposition
8. Adverb + Verb
9. Verb + Verb
10. Verb + Preposition
11. Verb + Adjective
12. Adverb + Adjective
13. Adjective + Preposition
14. Adjective + Verb + Adjective + Noun + Preposition + Noun
In your opinion, what are the typical reasons for collocation mistakes?
In my opinion, there are two main reasons. Students are not careful in writing and they don't
follow steps of writing.
Can you please give some suggestions to avoid collocation mistakes in writing?
-- be patient and follow correct steps.
-- practice the skill of arranging suitable time with steps. Such as: brainstorming,
outlining, and editing.
-- plan to study according to structures and phrases.
-- read much to develop the ability to arrange main points and supporting points suitably.
Reading much also help to improve information, build up ideas about example and data in
writing papers.
-- reread and revise carefully before handing in.
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1, Setting
Place: In a classroom
2, Personal information
- Gender: Female
3, Content
Với kinh nghiệm của cô, xin cô cho biết nhận xét chung về vai trò của collocation trong việc
phát triển kĩ năng viết tiếng anh?
Rất quan trọng. Nó không chỉ giúp học sinh viết tốt hơn mà còn thể hiện được trình độ viết,
trình độ ngôn nhữ của học sinh. Ngoài ran nếu collocation sai thì ngôn ngữ, languages trong
bài sẽ không được trôi chảy. Điều này ảnh hưởng đến độ fluency của bài viết
Trong quá trình dạy viết, cô thấy sinh viên có thường mắc lỗi collocation không ?
Có khá nhiều. Ví dụ như một từ đơn giản như cách dung của từ “do” và từ “make”. Hoặc là lẽ
ra phải viết là “do a crossword” nhưng một số bạn viết là “make a crossword”
Theo cô, sinh viên thường mắc loại lỗi nào nhất trong các lỗi sau đây?
1. Adjective + Noun
2. Quantifier + Noun
3. Verb + Noun
4. Noun + Verb
5. Noun + Noun
6. Preposition + Noun
7. Noun + Preposition
8. Adverb + Verb
9. Verb + Verb
10. Verb + Preposition
11. Verb + Adjective
12. Adverb + Adjective
31
Ở đây cô thấy là sinh viên thường mắc lỗi với Verb + Noun, Noun + Preposition, Verb +
Verb, Adverb + Adjective. Ví dụ từ “wonderful” thì một số bạn viết là “very wonderful”
nhưng thực ra phải là “absolutely wonderful”
Theo cô, có những nguyên nhân phổ biến nào khiến sinh viên thường mắc loại lỗi này?
Thứ nhất là do tiếng mẹ đẻ tức là nhiều khi sinh viên quen dung tiếng việt hơn tiếng anh nên
thường mắc lỗi Verb and Noun, Preposition. Ví dụ khi người ta nói là “send it to me” nhưng
theo tiếng việt có nghĩa là “gửi bó cho tôi” nên mình lại hay viết là “send it for me”. Thứ hai là
do sinh viên bất cẩn trong việc viết.
Cô có thể đưa ra một số giải pháp để khắc phục các lỗi sai về collocation khi làm bài môn
viết?
Cách đầu tiên là phòng ngừa nó. Cô thường hay suggest cho học sinh làtrước khi đọc, trước
khi viết nên đọc nhiều, tham khảo nhiều nguồn tài liệu khác nhau. Từ đó phát hiện ra những
cụm từ liên quan đến chủ đề của mình và sử dụng những cụm từ đó vào trong bài viết. Như thế
sẽ tránh được những lỗi do ảnh hưởng của tiếng mẹ đẻ. Thứ hai khi học từ không nên học theo
từng cùm từ riêng lẻ mà học theo hệ thống từng cụm từ. ví dụ khi mình học từ “attention”,
mình không nên chỉ học riêng từ đó mà nên học cả cụm như “pay attention to”. Ngoài ra, khi
không chắc về một cùm từ nào đó mình có thể tra trên goggle để tìm được những gợi ý tốt
nhất. hoắc mình cũng có thể hỏi bạn bè hoặc tra trong quyển từ diển “Oxford collocation”.
32
In my opinion, collocation is very important in writing. It not only helps students write well
but also expresses the students' level and the ability of language. Besides, if collocation is not
good, the writing will not be fluent.
Very often. For example, students often write '' make a crossword'' instead of ''do a crossword''
In your opinion, what are the most typical collocation mistakes among these following types?
1. Adjective + Noun
2. Quantifier + Noun
3. Verb + Noun
4. Noun + Verb
5. Noun + Noun
6. Preposition + Noun
7. Noun + Preposition
8. Adverb + Verb
9. Verb + Verb
10. Verb + Preposition
11. Verb + Adjective
12. Adverb + Adjective
13. Adjective + Preposition
14. Adjective + Verb + Adjective + Noun + Preposition + Noun
Verb + Noun, Noun + Preposition, Verb + Verb, Adverb + Adjective. For example, students
often write ''very wonderful'' instead of '' absolutely wonderful”
In your opinion, what are the typical reasons for collocation mistakes?
Firstly, because of mother tongue, students are more familiar with Vietnamese than English,
so they make mistake about Verb and Noun, Preposition. For example,'' send it for me"
means” gui no cho toi''. In fact, the correct way is: “send it to me". Secondly, students are not
careful in writing.
Can you please give some suggestions to avoid collocation mistakes in writing?
-- read much to improve the vocabulary
-- study basing on structures and phrases
-- search on goggle to find the correct way of native speakers
33
1. Setting
Place: via email
2. Personal information
- Gender: female
- Numbers of year teaching: 6
3. Content:
Với kinh nghiệm của cô, xin cô cho biết nhận xét chung về vai trò của collocation trong việc
phát triển kĩ năng viết tiếng anh?
Collocation đóng vai trò đáng kể trong việc phát triển kỹ năng viết đoạn dành cho sinh viên
năm thứ hai vì nó liên quan đến cohesion và coherence
Trong quá trình dạy viết, cô thấy sinh viên có thường mắc lỗi collocation không ?
Lỗi lexical collocation sinh viên thường mắc nhiều hơn grammatical collocation
Theo cô, sinh viên thường mắc loại lỗi nào nhất trong các lỗi sau đây?
1. Adjective + Noun
2. Quantifier + Noun
3. Verb + Noun
4. Noun + Verb
5. Noun + Noun
6. Preposition + Noun
7. Noun + Preposition
8. Adverb + Verb
9. Verb + Verb
10. Verb + Preposition
11. Verb + Adjective
12. Adverb + Adjective
13. Adjective + Preposition
14. Adjective + Verb + Adjective + Noun + Preposition + Noun
1,5,8,12,14
Theo cô, có những nguyên nhân phổ biến nào khiến sinh viên thường mắc loại lỗi này?
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Do ảnh hưởng của tiếng mẹ đẻ, do vốn từ vựng còn nghèo nàn, ngữ pháp còn lỏng lẻo và do
lỗi bất cẩn của bản thân
Cô có thể đưa ra một số giải pháp để khắc phục các lỗi sai về collocation khi làm bài môn
viết?
Giáo viên giúp đỡ sv trong việc tăng cường nhận thức lỗi collocation mà họ mắc phải cũng
như cách khắc phục. Bản thân sinh viên phải tự trau dồi bằng nhiều phương thức như đọc sâu
đọc rộng, luyện viết thường xuyên với sự hỗ trợ của giáo viên và bạn bè.
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According to your experience, can you please remark the general role of collocation in
developing English writing skill?
Collocation plays an important role in develop writing skill among second year student
because it involves cohesion and coherence.
Yes, students make mistakes about lexical collocation more than grammatical collocation
In your opinion, what are the most typical collocation mistakes among these following types?
1. Adjective + Noun
2. Quantifier + Noun
3. Verb + Noun
4. Noun + Verb
5. Noun + Noun
6. Preposition + Noun
7. Noun + Preposition
8. Adverb + Verb
9. Verb + Verb
10. Verb + Preposition
11. Verb + Adjective
12. Adverb + Adjective
13. Adjective + Preposition
14. Adjective + Verb + Adjective + Noun + Preposition + Noun
Adjective + Noun, Noun + Noun, Adverb + Verb, Adverb + Adjective, Adjective + Verb +
Adjective + Noun + Preposition + Noun.
In your opinion, what are the typical reasons for collocation mistakes?
Due to the effect of mother tongue, the limited vocabulary, uncertain grammar and
carelessness of students.
Can you please give some suggestions to avoid collocation mistakes in writing?
Teachers help students to be more aware of collocation mistakes and the ways to correct.
Students themselves must improve by reading much and deeply, writing more often with the
help of teachers and friends.