Title
Productive knowledge of collocations may predict academic literacy
Author
Faculty/Department
Faculty of Arts. Linguistics and Literature
Publication type
article
Publication
Subject
Educational sciences
Linguistics
Source (journal)
Per linguam
Volume/pages
32(2016) :2 , p. 66-81
ISSN
0259-2312
ISI
000393379200005
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
The present study examines the relationship between productive knowledge of collocations and academic literacy among first year students at North-West University. Participants were administered a collocation test, the items of which were selected from Nations (2006) word frequency bands, i.e. the 2000-word, 3000-word, 5000-word bands; and the Academic Word List (Coxhead, 2000). The scores from the collocation test were compared to those from the Test of Academic Literacy Levels (version administered in 2012). The results of this study indicate that, overall, knowledge of collocations is significantly correlated with academic literacy, which is also observed at each of the frequency bands from which the items were selected. These results support Nizonkizas (2014) findings that a significant correlation between mastery of collocations of words from the Academic Word List and academic literacy exists; which is extended here to words from other frequency bands. They also confirm previous findings that productive knowledge of collocations increases alongside overall proficiency (cf. Gitsaki, 1999; Bonk, 2001; Eyckmans et al., 2004; Boers et al., 2006; Nizonkiza, 2011; among others). This study therefore concludes that growth in productive knowledge of collocations may entail growth in academic literacy; suggesting that productive use of collocations is linked to academic literacy to a considerable extent. In light of these findings, teaching strategies aimed to assist first year students meet academic demands posed by higher education and avenues to explore for further research are discussed. Especially, we suggest adopting a productive oriented approach to teaching collocations, which we believe may prove useful.
Full text (open access)
https://repository.uantwerpen.be/docman/irua/b2ed5d/135479.pdf
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