A Corpus-Based Study of the Linguistic Features and Processes Which Influence the Way Collocations Are Formed: Some Implications for the Learning of Collocations

Autor/in	Walker, Crayton Phillip
Titel	A Corpus-Based Study of the Linguistic Features and Processes Which Influence the Way Collocations Are Formed: Some Implications for the Learning of Collocations
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 45 (2011) 2, S.291-312 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
Schlagwörter	Semantics; Nouns; Computational Linguistics; Figurative Language; Learning Processes; English (Second Language); Business English; Discourse Analysis; Second Language Learning; Phrase Structure; Verbs; Intonation; Second Language Instruction; Teaching Methods; Language Usage + Suchen Sie Ihr Suchwort? Semantik; Linguistics; Computerlinguistik; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Diskursanalyse; Zweitsprachenerwerb; Phrasenstruktur; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch
Abstract	In this article I examine the collocational behaviour of groups of semantically related verbs (e.g., "head, run, manage") and nouns (e.g., "issue, factor, aspect") from the domain of business English. The results of this corpus-based study show that much of the collocational behaviour exhibited by these lexical items can be explained by examining some of the linguistic features and processes which influence the way collocations are formed. These include the semantics of the individual items themselves, the use of metaphor, semantic prosody, and the tendency for many of the selected items to be part of larger phraseological units. I show that it is possible to explain many of these collocations by considering the linguistic features and processes which have influenced the way they have been formed. My contention is that, if the learner is encouraged to look for an explanation, it makes the process of learning collocations more memorable. (Contains 8 tables and 9 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10