ERCILIA DELANCER ENGLISH LANGUAGE FELLOW BISHKEK, KYRGYZSTAN

What is a collocation?
A collocation is two or more words that

often go together. These combinations just sound "right" to native English speakers, who use them all the time. Other combinations may be unnatural and just sound "wrong".

What are collocations?

When two words co-occur, or are used together frequently, they are said to collocate. Gairns and Redman (1986)

Some pairs of words occur together very rarely, but other pairs occur together so often that when you see one word, you strongly expect that the other word might be there too.

Hill and Lewis (1997)

A collocation is a pair or group of words that are often used together. These combinations sound natural to native speakers, but students of English have to make a special effort to learn them
McCarthy and ODell (2005)

SOME EXAMPLES:
Natural English.
the fast train fast food

Unnatural English
the quick train quick food

a quick shower a quick meal

a fast shower a fast meal

Why should we learn collocations?

Our brain tends to store language in chunks, rather than

individual words So, when we speak or write, it is more efficient for us to remember and use phrases as chunks rather than constructing them one word at a time. This increased efficiency promotes fluency. Familiarity with collocations and the resulting ability to make guesses about a speaker/writer's speech should increase a non-native speaker's efficiency as a listener or reader.

Why learn collocations?

Your language will be more natural and more easily

understood.
You will have alternative and richer ways of expressing

yourself.
It is easier for our brains to remember and use

language in chunks or blocks rather than as single words.

It is important to learn collocations because:

You will use the words you know more accurately. In other words, youll do make fewer mistakes. Give you alternative ways of saying something, which may be more colorful / expressive or more precise: instead of repeating: It was very cold and very dark, we can say It was bitterly cold and pitch dark. Vary your speech and your writing. Instead of repeating everyday words like very, good or nice, you will be able to exploit a wider range of language. You will gain more marks in an exam, for writing, We had a blissfully happy holiday in a picturesque little village, instead of We had a very happy holiday in a nice little village.

McCarthy and ODell (2005)

What are some characteristics of collocations?

Collocations can be described in a number of ways.
One way of thinking about them is in terms of "fixedness" - in other words, the degree to which

you can vary the basic pattern and still have a collocation. We can only define the fixedness or unfixedness of collocations in terms of a continuum - all we can say is that some are more fixed than others but we can't make a neat dividing line between "fixed" and "unfixed".

What are some characteristics of collocations?

A very fixed collocation is one in which the pattern has very few expected variations. So, for example, the phrase "kick the bucket" is an idiom, a relatively fixed collocation meaning "to die Like "kick the bucket", most collocations which are very fixed form a particular expected meaning rather than a structure.

What are some characteristics of collocations?

Less fixed collocations are often more structural - common

patterns that help structure a sentence but don't carry as much specific meaning by themselves. For example a less fixed collocation might be something like: Let's + verb which directs an audience's attention + preposition + noun which describes an idea. This is a commonly used structural pattern into which you can insert a variety of words and still have commonly used patterns:
Let's move on to the next point. Let's go back to the last chapter. Let's move away from this paragraph

What are some characteristics of collocations?

However, there are still a limited number of words which will

"fit" into this pattern. So, for example, we don't typically say "Let's go out of this paragraph". Words that are commonly used with other words are examples of less fixed collocations which are not as structural in nature. So for example, we use "bus" and "car" with only certain sets of other words:
We say "Get on a bus"/"climb on a bus" but usually not "enter a bus"

or "get in a bus". However, we say "get in a car". We say "take the bus"/"ride the bus"/"go there on the bus" but usually not "We can drive there on the bus". However we say "We can drive there in her car."

What are some characteristics of collocations?

It's not important to be able to classify collocations according to their exact degree of fixedness. However, it probably is helpful to know that some collocations are more fixed than others: if you recognize a collocation as very fixed, you can learn it as one item; if you recognize it as less fixed, you

understand that there's a pattern there that you can use to build a collection of useful related phrases.

Collocations act like idioms

Collocations are somewhat similar to

English idioms. Just like idioms theyre word combinations that are used by native English speakers and you just have to learn those phrases to be able to use them; you cant just translate the same meaning from your native language and stick relevant English words together

Collocations follow no grammar rules

The tricky part is that there are no English

Grammar rules stipulating how and when certain words go together, you simply have to develop the feel of how words are naturally used. Basically you have to learn English collocations and incorporate them into your spoken and written English.

DO NOT DESPAIR
There are thousands upon thousands of

English collocations, and learning them all would be a very time-consuming process that would take you long years of study to accomplish.

 Collocations can be: 1. We entered a richly decorated room. Are you fully aware of the implications of

your action? 2. The doctor ordered him to take regular exercise. The Titanic sank on its maiden voyage. .

3. Let's give Mr. Jones a round of applause. I'd like to buy two bars of soap please. 4. Snow was falling as our plane took off. 5. He has been asked to give a presentation about his work.

6.
We had to return home because we had run out of money.

At first her eyes filled with horror, and then she burst into

tears. Their behavior was enough to drive anybody to crime. 7. She placed her keys gently on the table and sat down. I vaguely remember that it was growing dark when we left.

READING IS THE KEY!

Read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally.

Revise what you learn regularly. Practice using new collocations in context as soon as possible after learning them.

LEARNING STYLE IS IMPORTANT

Learn collocations in groups that work for you. You

could learn them by topic (time, number, weather, money, family) or by a particular word (take action, take a chance, take an exam).
You can find information on collocations in any good

learner's dictionary. And you can also find specialized dictionaries of collocations.

STRATEGIES THAT HELP

Through highlighting word combinations to encourage

the learners to notice them By raising students consciousness about them Through feedback from the teacher on wrong word combinations in students essays or when speaking Through exercises By using collocation dictionaries By recording all the noticed collocations in a notebook in order to revise them later

STRATEGIES THAT HELP

Learners can be given a text or some sentences that

include collocational errors and asked to correct them using collocation dictionaries Intermediate and higher-level students can try to find synonyms which can collocate with certain words. Students can be given several word combinations that collocate with certain verbs, but include a combination that does not belong. Students must identify which words do not collocate with the verb, as in the following example: miss: a chance, the point, the school, the train, an opportunity, the boat, and so on.

STRATEGIES THAT HELP

Students from different levels can create gap-fill or

matching exercises for each other. Intermediate and higher-level learners can summarize a text orally one day and again a few days later to keep learned words and expressions active. A brainstorming activity can be done to let students revise collocations containing a particular word. It makes students aware of the different constructions that a particular word can form. One example could be the words that go with the verb get.

How to learn collocations

Be aware of collocations, and try to recognize

them when you see or hear them.

Treat collocations as single blocks of language.

Think of them as individual blocks or chunk.

Remember to learn strongly support, not strongly +

support.

WRITE IT DOWN!
When you learn a new word, write down other words that collocate with it, such as: remember distinctly remember vaguely

remember vividly

Some examples of wrong uses of collocations in students writing

There are several different types of collocation made

from combinations of verb, noun, adjective etc. Some of the most common mistakes are as follows:
Adverb + Adjective: completely satisfied

(NOT downright satisfied) Adjective + Noun: excruciating pain (NOT excruciating joy) Noun + Noun: a surge of anger (NOT a rush of anger)

 Noun + Verb: lions roar

(NOT lions shout)

Verb + Noun: commit suicide

(NOT undertake suicide)

Verb + Expression With Preposition: burst into tears

(NOT blow up in tears)

Verb + Adverb: wave frantically

(NOT wave feverishly)

1. Identify this expression:

2. Identify this expression

3. Identify this expression

4. Identify this expression

5. Identify this expression:

IMAGE ANSWERS
1.MAKE A FACE
2.MAKE A WISH 3.DO TIME 4.DO HOMEWORK 5.LOST AND FOUND

Some collocation list

Have Take Break

have a bath

take a break

break a habit

have a drink

take a chance

break a leg

have a good time

take a look

break a promise

Match the correct verb on the left to the proper noun phrase on the right.

(verb
MAKE HAVE BREAK PAY DO

noun)
expressions

a rest a window money attention the shopping a drink the rules the bill your homework a mistake

 1.

I usually __________dressed before breakfast. 2. I like _____________ my homework at night. 3. Last night mom _____ dinner and dad ______the dishes. 4. The kids _______ a lot of fun at the fair the other day. 5. One of my classmates _______an accident last week by colliding his bike with a tree. 6. The teacher was late this morning because he ____stuck in the traffic jam. 7. Many people nowadays rarely read the papers; they only ______the crosswords and Sudoku. 8. Dads car broke down on the highway but he did not have enough credit on his phone to _______ a phone call. 9. My boss was mad at me because I forgot _______ reservations for dinner.

Can you identify the collocations in these sentences?

Please pass the salt and pepper. We regret to inform you that you have not been accepted to the program this year. It is clear to everyone that Mr. Abraham is going through a mid-life crisis. The company took a severe blow with the arrest of the CEO. Once upon a time, there lived a princess in castle...

Can you identify the collocations in these sentences?

Please pass the salt and pepper. We regret to inform you that you have not been accepted to the program this year. It is clear to everyone that Mr. Abraham is going through a mid-life crisis. The company took a severe blow with the arrest of the CEO. Once upon a time, there lived a princess in castle...

Practice Activity 2: Correct these collocations.

1 Exam candidates often make faults in their use of verbs like do, make, go and get. 2 Try to use a bigger range of language when you write. 3 Exam candidates who use collocations will win better marks. 4 You have to know what normal collocation patterns are before you can make them. 5 The writer used colloquial language to form an effect.

(McCarthy and ODell (2005)

Practice Activity 2: Correct these collocations.

1 Exam candidates often make faults in their use of verbs (mistakes) like do, make, go and get. 2 Try to use a bigger range of language when you write. (wider) 3 Exam candidates who use collocations will win better (earn / gain) marks. 4 You have to know what normal collocation patterns are before you can (depart from) make them.

5 The writer used colloquial language to form an effect. (create)

(McCarthy and ODell (2005)

USING YOUR COMPUTER: Match the action

on the left with noun on the right
1. browse 2. be connected 3. enter 4. access 5. compose 6. attach 7. go 8. visit 9. download 10. select music online to the Internet a chat room a file a website an option the web address a message the web

Practice Activity 1: Collocate the words.

1 2 3 4 5 6 7 8 9 10 11 12 adhere to arouse blond come up with flatly fundamentally go on heavy lead a lick play words blow contradict of wisdom your principals wrong a seminar suspicion contradict hair the stock market of work a suggestion

McCarthy and ODell (2005)

Practice Activity 3: Supply four verbs that collocate with the nouns below.

advice

an answer

a complaint

the experience

Practice Activity 3: Supply four verbs that collocate with the nouns below.
accept act on disregard take
deal with examine ignore respond to

advice

accept come up with expect supply

describe have enjoy share

an answer

a complaint

the experience

ANSWER KEY

Clarifying Collocations:
complete the expressions below: speak, talk, say, and tell.

Use the following words to

Verb

Phrase
the truth, the whole truth and nothing but the truth One thing and do another behind ones back lies garbage / rubbish what youre thinking me what youre thinking the first thing that comes into your head English more slowly please your mind

ACTIVITY N 1
Read carefully the expressions in the chart and form the correct collocation using those verbs.

(verb
MAKE

+
HAVE BREAK

noun)
PAY DO expressions

a rest
a window money attention the shopping a drink the rules the bill your homework

a mistake

Teaching collocations with songs.

Get up now, get up now, get up out of bed,

Wash your face, brush your teeth, comb your sleepy head. Heres your clothes and your shoes, hear the words I said, Get up now, get up and make your bed. Are you hot, are you cold, are you wearing that? Wheres your books and your lunch and your homework at? Grab your coat and your gloves and your scarf and hat. Dont forget, youve gotta feed the cat.

Teaching collocations with songs

important meal of all, Take your vitamins so you will grow up one day to be big and tall. Please remember the orthodontist will be seeing you at three today, Dont forget your piano lesson is this afternoon so you must play. Dont shovel, chew slowly, but hurry, the bus is here, Be careful, come back here, did you wash behind your ears? Play outside, dont play rough, would you just play fair? Be polite, make a friend, dont forget to share, Work it out, wait your turn, never take a dare, Get along, dont make me come down there.
Eat your breakfast, the experts tell us its the most

Teaching collocations with song

Clean your room, fold your clothes, put your stuff away,

Make your bed, do it now, do we have all day? Were you born in a barn? Would you like some hay? Can you even hear a word I say? Answer the phone, Get off the phone, Dont sit so close, turn it down, no texting at the table. No more computer time tonight, Your iPod's my iPod if you dont listen up. Where you going and with whom and what time do you think youre coming home? Saying thank you, please, excuse me, makes you welcome everywhere you roam. Youll appreciate my wisdom someday when youre older and youre grown. Cant wait till you have a couple little children of your own.

Teaching collocations with songs

And, if all your friends jumped off a cliff, would you jump to? If Ive said once Ive said it at least a thousand times before, That youre too old to act this way, It must be your fathers DNA. Look at me when I am talking, stand up straighter when you walk. A place for everything, and everything must be in place. Stop crying or Ill give you something real to cry about.

Brush your teeth, wash your face, get your pjs on. Get in bed, get a hug, say a prayer with Mom. Dont forget I love you (kiss) And tomorrow we will do this all again because a Moms work never ends.

Teaching collocations with songs

And, if all your friends jumped off a cliff, would you jump to? If Ive said once Ive said it at least a thousand times before, That youre too old to act this way, It must be your fathers DNA. Look at me when I am talking, stand up straighter when you walk. A place for everything, and everything must be in place. Stop crying or Ill give you something real to cry about.

Brush your teeth, wash your face, get your pjs on. Get in bed, get a hug, say a prayer with Mom. Dont forget I love you (kiss) And tomorrow we will do this all again because a Moms work never ends.

Teaching collocations with songs

Youll thank me for the counsel I gave you so willingly,

But right now I thank you not to roll your eyes at me. Close your mouth when you chew, wed appreciate, Take a bite, maybe two, of the stuff you hate. Use your fork, do not burp or Ill set you straight. Eat the food I put upon your plate.

Get an A, get in the door, dont be smart with me, Get a grip, get in here or Ill count to three, Get a job, Get a life, get a PhD, get a dose of I dont care who started it, Youre grounded until youre 36, Get your story straight and tell the truth for once for heaven sake

Bibliography
Coe, Norman 'Vocabulary must be learnt, not taught' MET

Vol 6 No3 July 1997 Ellis, Nick C 'Vocabulary acquisition: word structure, collocation, word-class, and meaning' in Schmitt and McCarthy Gough, Cherry 'Words and words: helping learners to help themselves with collocations' MET Vol5 No1 Jan 1996 Hill, Jimmie 'Collocational competence' ETP April 1999 Issue 11 Hunt, Roger 'The Iron, the Witch and the Wardrobe' IH Journal Issue No2 Nov 1996 Lewis, Michael and Hill, Jimmie Practical Techniques for Language Teaching (LTP 1985)

Bibliography
Moon, Rosamund 'Vocabulary connections: multi-word items in

English' in Schmitt and McCarthy Newton, Jonathan 'Options for vocabulary learning through communication tasks' ELT Journal Vol55/1 Jan 2001 Read, John Assessing Vocabulary (CUP 2000) Schmitt, Norbert and McCarthy, Michael (eds.) Vocabulary: Description, Acquisition and Pedagogy (CUP 1997) Skmen, Anita J 'Current trends in teaching second language vocabulary' in Schmitt and McCarthy Thornbury, Scott 'Reformulation and reconstruction: tasks that promote noticing' ELT Journal Vol51 October 1997 Thornbury, Scott 'The Lexical Approach: a journey without maps?' MET Vol7 No4 Oct 1998 Thornbury, Scott How to Teach Vocabulary (Longman 2002)

THE END!

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