Analyzing ELF students’ vocabulary size, depth, and lexical collocational errors in writing  

Oleh:

STARDY, REX

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 405-408.
Topik: vocabulary size; vocabulary depth; collocational errors; writing
Fulltext: 405-408 Rex Stardy.pdf (433.12KB)

Isi artikel

Learning a language involves many things, such as learning the vocabulary, grammar, pronunciation, language expressions, etc. Nevertheless, the general condition in Indonesia is that teachers of English, especially in schools and language courses, usually emphasize more on grammar. They do not worry too much about other aspects of the language like semantics, pragmatics, sociolinguistics, etc. Especially when it comes to collocation, teachers normally neglect to put a lot of focus on teaching students how to properly combine words together. As a result, when students speak and write, they often produce inaccurate collocations. Although this may not necessarily lead to misunderstanding, when a nonnative speaker of English makes an unnatural collocation, native speakers would definitely be able to spot it, which shows that the learner has yet to fully master the language. This can also be seen in the university level, where students would often make inaccurate collocations in both their speaking and writing. Previous studies have shown that there are various factors that affect students’ ability to produce proper collocations. Hence, the writer has become interested in examining these possible factors. However, for the current research, the writer would like to focus on only two, namely the students’ vocabulary size and depth. To be precise, the purpose of this research is to explore the relation between the students’ vocabulary size and depth and their collocational errors in writing. The source of data is the Writing 2 Final Test from the third semester students of the English Department at Bunda Mulia University. The errors in the students’ writing are limited to the lexical collocations. To find out which of the two factors have a stronger relation to the number of correct collocations that the students make, the Pearson Product Moment Correlation is used to analyze the data. It is hoped that the result of this study would be able to enrich knowledge in the field of collocations, especially in terms of its relation with vocabulary size and depth. Based on the result, the teaching implications may include more emphasis on explicit vocabulary and collocation teaching. The result shows that vocabulary size correlates strongly and positively with the students’ collocation score.

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