An assessment of Vietnamese ESL learners' receptive knowledge of academic verb-noun collocations
Issued Date
2024
Copyright Date
2018
Resource Type
Language
eng
File Type
application/pdf
No. of Pages/File Size
xii, 92 leaves : ill.
Access Rights
open access
Rights
ผลงานนี้เป็นลิขสิทธิ์ของมหาวิทยาลัยมหิดล ขอสงวนไว้สำหรับเพื่อการศึกษาเท่านั้น ต้องอ้างอิงแหล่งที่มา ห้ามดัดแปลงเนื้อหา และห้ามนำไปใช้เพื่อการค้า
Rights Holder(s)
Mahidol University
Suggested Citation
Tran Minh Hoang (2024). An assessment of Vietnamese ESL learners' receptive knowledge of academic verb-noun collocations. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/91618
Title
An assessment of Vietnamese ESL learners' receptive knowledge of academic verb-noun collocations
Author(s)
Advisor(s)
Abstract
The main purposes of this study were: (1) to assess Vietnamese ESL learners' receptive knowledge of academic verbs and associated verb-noun collocations, (2) to examine the relationship between the two kinds of knowledge, and (3) to investigate how Vietnamese learners report their understandings of academic verb-noun collocations. Sample was 72 second-year university students in Faculty of English Linguistics and Literature, ABC University (pseudonym), Ho Chi Minh City, Vietnam in the academic year of 2017. They were of intermediate English proficiency level, and with the major of English studies. The research instruments consisted of a Test of Academic Verbs (TAV), and a Test of Associated Verb-noun Collocations (TAVNC) which were administered to all study participants to assess their receptive knowledge of academic verbs and associated verb-noun collocations. In addition, a semi-structured interview was conducted with six random participants to investigate their understandings of academic verb-noun collocations. The results revealed that (1) students' receptive knowledge of academic verbs surpassed their ability to recognize associated verb-noun collocations, (2) the relationship between the two kinds of knowledge was moderate, (3) the students did not have the concept that a collocation consists of an academic verb node and noun collocate(s), and (4) they did not know that collocation meanings could be predicted from the two components. These findings indicated that Vietnamese ESL learners had inadequate knowledge of academic verb-noun collocations. Some pedagogic implications for teaching academic collocations are provided.
Description
Applied Linguistics (Mahidol University 2018)
Degree Name
Master of Arts
Degree Level
Masters
Degree Department
Faculty of Liberal Arts
Degree Discipline
Applied Linguistics
Degree Grantor(s)
Mahidol University