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Grammatical collocations in English essays written by Czech secondary school students Vra Sldkov Masaryk University, Brno Czech Republic Corpus Approaches to Lexicogrammar 22nd June 2019 Content : 1. Specification of collocations 2.

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Grammatical collocations in English essays written by Czech secondary school students

Věra Sládková Masaryk University, Brno Czech Republic Corpus Approaches to Lexicogrammar 22nd June 2019

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Content:

  • 1. Specification of collocations
  • 2. Setting the stage
  • 3. Research aim and design
  • 4. CZEMATELC 2017
  • 5. Results
  • 6. Conclusions and implications for teaching
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A1

  • will, can,

could

  • like
  • V to-inf

A2

  • V inf
  • V –ing/V to-

inf

  • look forward

to

  • V to-inf

B1

  • V n inf
  • V n to-inf
  • V inf
  • V -ing
  • V to-inf

G8E - G8I (Benson et al., 1986) English Grammar Profile

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Setting the stage:

1. Previous research: gerund vs infinitive distinction

  • errors (Kim & Yo, 2015)
  • rder of acquisition (Shirahata, 1991)
  • frequency of use (Schwartz & Causarano, 2007)
  • 2. Specific features of L1:
  • different mother-tongue patterns
  • ne infinitive form marked by a -t ending
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Research methods:

▪ frequency analysis of all collocation patterns of the studied verbs in CZEMATELC 2017 ▪ identification accurate and inaccurate patterns ▪ statistical comparison of frequencies of verb patterns in CZEMATELC, CZECH NATIONAL CORPUS (CNC) and BROWN FAMILY (C8 TAGS)

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Procedure:

Frequency

  • CZECH MATURITA EXAM LEARNER CORPUS
  • AntConc 3.4.4w (Anthony, 2014)

Accuracy

Cambridge Advanced Learner’s Dictionary (2008) reference corpus Brown Family (C8 tags)

Comparison

  • CZECH NATIONAL CORPUS (Křen et al., 2015)
  • BROWN FAMILY (C8 tags)
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CZEMATELC 2017

CZECH MATURITA EXAM LEARNER CORPUS ▪ 390 essays ▪ 195 students

▪ 0.455% of all essays written in May 2017 ▪ 44, 044 tokens ▪ 2, 765 types ▪ 2 types of essays:

  • 1. a narrative about an unexpected visitor (120 – 150 words)
  • 2. a request written to a friend to lend a bike (60 – 70 words)
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Results:

100 200 300 400 500 600 700 800

V to-inf V to-inf V -ing V -ing V inf V n to-inf V n inf

Total Correct patterns Errors

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V to-inf

(n= 223) want, would like, need, decide, hope, seem, try, afford, manage

Frequently occurring patterns:

I would like to borrow (n=20) *want go (n=8) I would like to ask (n=19) *Need borrow (n=7) want to ask (n=18) *I need lend (n=6) want to go (n=13) *I want lend (n=5) I need to borrow (n=8) *I want ask if (n=3)

hope to hear from you (n=6)

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Verb

  • Rel. Freq.

V to-inf V inf V past V n V prep V clause V

WANT 3,813.6 2,043 771.8 68.1 408.6 227

BF/ČNK

62.5% 57.5% WOULD LIKE 1,793.3 1,452.8 158.9 45.4 22.7

BF/ČNK

72.5% 55% NEED 4,494.6 408.6 340.5 45.4 3,541.2

BF/ČNK

35% 20% 72.5% FORGET 340.5 132.6 22.7 113.5 68.1

BF/ČNK

5% 17.5% 57.5% DECIDE 749.1 612.9 22.7 22.7 68.1

BF/ČNK

17.5% 30% HOPE 635.6 136.2 499.4

BF/ČNK

47.5% 0% 82.5% SEEM 22.7 22.7

BF/ČNK

57.5% 5% (be) 57.5% LEARN 90.8 68.1 22.7

BF/ČNK

15% 20% 25% OFFER 181.6 181.6

BF/ČNK

7.5% 0% 45% PLAN 136.2 136.2

BF/ČNK

12.5% 20% 57.5% TRY 499.4 317.8 22.7 113.5 22.7

BF/ČNK

50% 72.5% AFFORD 22.7 22.7

BF/ČNK

50% 35% AGREE 658.3 113.5 544.8

BF/ČNK

17.5% 0% 47.5% 40% EXPECT 612.9 567.5

BF/ČNK

40% 0% 60% MANAGE 90.8 68.1 22.7

BF/ČNK

12.5% 87.5%

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V to-inf

*For example we visited Prag castle because they want to saw seat

  • f Prezident… 1G-17-9.txt (n=34)

*He tried to found him, but he lost his own way. 1L-17-11.txt (n=1)

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Frequently occurring patterns: V -ing (n=30)

start (n=28) like (n=1) stop (n=1)

V to-inf (n=21)

like (n=1) start (n=20)

  • started ringing (n=6)
  • started talking (n=3)

started to ring (n=3) started *talk (n=5) started to be (n=3)

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Verb Rel. Freq. V to-inf V inf V past V 3rd person V-ing V to-ing V n V clause V V adv V prep

LIKE

635.3 22.7 22.7 45.4 22.7 499.4

BF/ČNK

26% ? 5% ?

BOTHER

90.8 90.8

BF/ČNK

30% 15% 7.5% 62.5%

BEGIN

68.1 45.4 22.7

BF/ČNK

22.5% 72.5% 7.5%

START

1,770.6 454 272.4 45.4 22.7 635.6 68.1 68.1 22.7 22.7 113.5

BF/ČNK

5% 72.5% 15%

CONTINUE

22.7 22.7

BF/ČNK

50% 0% 1% 25%

STOP

385.9 68.1 22.7 68.1 45.4

BF/ČNK

2.5% 85% 2.5%

REMEMBER

295.1 113.5 45.4 90.8 45.4

BF/ČNK

5% 0% 10% 62.5%

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V to-inf V -ing

*After that everybody stoped do anything. 1H-17-10.txt (n=21) *We were sitting on sofa and he started to kissing me. 1N-17-16.txt (n=3)

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V -ing

(n=13) love, miss, mind, keep, look forward to

Frequently occurring patterns:

If you don’t mind (n=6) I am looking forward to hearing from you (n=3) *Would you mind landing (n=2)

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Verb

  • Rel. Freq.

V -ing V inf V n V prep V V clause HATE 68.1 68.1

BF/ČNK

2.5% 2.5% 90% 2.5% LOVE 885.3 45.4 839.9

BF/ČNK

1% 75% 5% ENJOY 385.9 363.2

BF/ČNK

2.5% 60% MISS 204.3 22.7 136.2

BF/ČNK

1% 95% MIND 295.1 68.1 227

BF/ČNK

35% 7.5% 20% RISK 22.7 22.7

BF/ČNK

27% 32.5% 25% FINISH 136.2 90.8 45.4

BF/ČNK

10% 5% 85% KEEP 136.2 22.7 68.1

BF

2.5% ? SUGGEST 90.8 22.7 22.7 45.4

BF/ČNK

2.5% 52.5% 25% PRACTISE 22.1 22.7

BF/ČNK

16% 5% 80% LOOK FORWARD TO 340.5 136.2 68.1 136.2

BF/ČNK

32.5% 78% 21%

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V –ing

*I looking forward to him seeing. 1G-17-11.txt (n=3) *I’m looking forward to meet you. 2Q-17-1.txt (n=3)

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V inf

(n=722) will, would, can, could, may, should, must

Frequently occurring patterns:

will be (n=58) will be happy (n=8) would be (n=14) would be grateful (n=5) Could you lend me (n = 26) Can you lend me (n=32) Can I borrow (n=32) Could I borrow (n=11) *Could you borrow me (n=16) *Can you borrow me (n=21)

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Verb

  • Rel. Freq.

V inf V to-inf V past V -ing V WILL

6,083.6 5,289.1 45.4 158.9 181.6 363.2

WOULD

1,679.8 1,589

CAN

5,992.8 5,448 227 22.7 22.7

COULD

3,427.7 3,268.8 45.4 22.7

MAY

90.8 90.8

MIGHT SHALL SHOULD

385.9 317.8 22.7 22.7

MUST

499.4 385.9 22.7 68.1 22.7

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V past-tense form

*My old friend Marek told me that he must came because I’m his

best friend. 1Q-17-1.txt (n=8) *I could not believed that was him. 1P-17-5.txt (n=8) *I need it only for that one day. I will not broke it. I promise. 2I-17- 4.txt (n=15)

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Possible L1 influence:

*I will in Germany on Championschip. 2M-17-12.txt (n=16) *…and I will be always remember to her visit. 1H-17-9.txt (n=5) *I hope he will change and I could him take back. 1P-17- 10.txt (n=6)

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V n to-inf

(n= 11) want, would like, expect, recommend *When Mom came home I started to try her to keep him. 1F-17- 3.txt (n=1) *I want you to ask you, If you could lend me … 2P-17-11.txt (n=1)

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Verb

  • Rel. Freq.

V n to-inf V n inf V n clause V n WANT 3,813.6 158.9 22.7 408.6

BF/ČNK

5% 12.5% 10% WOULD LIKE 1,793.3 45.4

BF/ČNK

5% 25% 1% EXPECT 612.9 22.7 22.7 567.5

BF/ČNK

25% 0% 35% 60% PERSUADE 22.7 22.7

BF/ČNK

62.5% 0% 55% TEACH 22.7 22.7

BF/ČNK

10% 7.5% 1% MOTIVATE 45.4 45.4

BF/ČNK

37.5% 0% 1% 25% RECOMMEND 22.7 22.7

BF/ČNK

0% 2.5% 15% 37.5%

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V n inf

(n=31) let (n=26), make (n=1), help (n=1), hear (n=3)

Frequently occurring patterns:

Let me know (n= 11) Make me happy (n=5) *I heard some noise and it made me to go to the kitchen 1I-17-7.txt (n=1) Let me know

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Verb Rel. Freq. V n inf V n to inf V n V n n V n adj V adj V n -ing V clause V prep

LET

635.6 590.2 45.4

BF/ČNK

77.5% 65%

MAKE

590.2 22.7 22.7 227 90.8 227 22.7

BF/ČNK

5% 30% 15%

HELP

385.9 22.7 317.8 22.7

BF/ČNK

10% 5% 60%

HEAR

1,362 68.1 (113.5) 839.9 113.5 45.4 227

BF/ČNK

2.5% 2.5% 55% 20%

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10 20 30 40 50 60 70 80 90 100

let make help hear

CNC Brown Family CZEMATELC

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V n inf (n=3) → C1 - hear

I was holding my breath, but then I heard the person say „Pat?“ 1N- 17-5.txt attempts (n=2) *When I cooked I hear rang the bell at the door. 1J-17-5.txt *I heard someone entry and go upstairs, where … 1P-17-8.txt

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V n –ing (n=11) → B2 - hear, see

*Just when I started to falling asleep, I heard my doorbell ringing. 1P-17-6.txt When I opened the door, I saw three people smiling at me. 1I-17-3.txt

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Conclusion:

▪ low frequency of verbs and patterns that should be mastered at B1 CEFR level.

Most typical errors:

▪ bare infinitive (n=79) vs. full infinitive (n=7) ▪ past-tense form complementation (n=49) ▪ gerund (n=9) vs. bare infinitive(n=3)

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Conclusion:

▪ 26 verbs - CZEMATELC 2017 + CNC + Brown Family ▪ 9 verbs - CZEMATELC 2017 + CNC ▪ 3 verbs - CZEMATELC 2017 + Brown Family ▪ 14 verbs are most frequently used in the studied patterns ▪ V to-inf (n=6), V inf (n=7), V n inf (n=1) ▪ 14 verbs V n in all 3 corpora ▪ well-rehearsed phrases

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These verbs need special attention:

V to-inf V inf hope, expect, seem, afford may, should, will V to-inf, V –ing V n to-inf like, begin, stop expect, persuade, teach V –ing V n inf mind, finish make

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References: Advanced Learner’s dictionary. (2008). Cambridge. Cambridge University Press. Anthony, L. (2014). AntConc. Tokio: Waseda University. Retrieved from: www.laurenceanthony.net/software/anconc/ Benson, M., Benson, E., & Ilson, R. (1986). The BBI Dictionary of English Word Combinations. Amsterdam: John Benjamins. Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written English. Harlow: Pearson. Cambridge University Press. (2015). English Grammar Profile. Retrieved from http://englishprofile.org/english-grammar-profile/egp-online Carter, R., & McCarthy, M. (2006). Cambridge grammar of English. Cambridge: Cambridge University Press. Celce-Murcia, M., & Larsen-Feeman, D. (1999). The grammar book: An ESL/EFL teacher’s course. Florence: Heinle & Heinle. CQPweb v3.2.29. (2008–2016). Brown Family (C8 tags). Retrieved from https://cqpweb.lancs.ac.uk/. Deshors, S. C., & Gries, S. T. (2016). Profiling verb complementation constructions across New Englishes. International Journal of Corpus Linguistics, 21(2), 192–218. Dušková, L. et al. (1988). Mluvnice současné angličtiny na pozadí češtiny. Praha. Academia. English Profile. (2012). English Vocabulary Profile. Retrieved from http://vocabulary.englishprofile.org/staticfiles/about.html Hunston, S., & Francis, G. (2000). Pattern Grammar: A corpus-driven approach to the lexical grammar of English. Amsterdam: John Benjamins. Kim, J. E.,& Yo, I. W. (2015). A Corpus-based study of to-infinitive errors in Korean college freshmen’s writing. The Journal of Asia TEFL, 12(4), 37–60. Křen, M., Cvrček, V., Čapka, T., Čermáková, A., Hnátková, M., Chlumská, L., Jelínek, T., Kováříková, D., Petkevič, V., Procházka, P., Skoumalová, H., Škrabal, M., Truneček, P., Vondřička, P., & Zasina, A. (2015). SYN2015: reprezentativní korpus psané češtiny. Praha: Ústav Českého národního korpusu.

  • FFUK. Retrieved from: http://www.korpus.cz

Parrott, M. (2010). Grammar for English language teachers. Cambridge: Cambridge University Press. Schwartz, M., & Causarano, P. L. (2007). The role in frequency in SLA: An analysis of gerunds and infinitives in ESL written discourse. Arizona Working Papers in SLA & Teaching, 14, 43–57. Shirahata, T. (1991). The acquisition of English infinitive and gerund complements by Japanese EFL learners. Annual Review of English Language Education in Japan, 2, 41–50.

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Thank you for your attention! Do you have any questions?

sprunglove18@seznam.cz