ENGLISH COLLOCATIONS Final assignment for Semantics

Vietnam National University of Hanoi
University of Languages and International studies
Post Graduate Studies

ENGLISH COLLOCATIONS
Final assignment for Semantics

Student’s name:

Do Thu Phuong

Course:

K18, 2009 - 2011

Lecturer’s name:

Dr. Ha Cam Tam

Due date:

June 28, 2010

Hanoi - 2010


English collocations by Do Thu Phuong – k18C

ABSTRACT
This research paper aims at discovering English collocations which have
received less attention than idioms or phrasal verbs so far. Within the scope of this final

assignment, focus is put on an overview of English collocations but no comparison with
other related phenomena, and the examples for illustration are extracted mainly from
the course books (New Headway pre-Intermediate. 3rd edition and New Headway preIntermediate. 3rd edition).
By using reliable secondary data and authentic primary data, I will present
several features and categories of English collocations and illustrated them by different
examples. Besides, from my observations and personal teaching experience, I would
like to give some advice on how to learn collocations naturally and teach them
effectively.

2


English collocations by Do Thu Phuong – k18C

TABLE OF CONTENT
INTRODUCTION
CONTENT

Page
3
4

1. Definition of English collocations

4

2. Features of English collocations

4

2.1 Arbitrariness

4

2.1.1 Arbitrariness in formation

4

2.1.2 Arbitrary restriction

5

2.2 Syntactic modifiability

5

3. Classifications of English collocations

5

4. Discussions and recommendations

7

CONCLUSION

10

Reference

11

Appendix

12

3


English collocations by Do Thu Phuong – k18C

INTRODUCTION
As a teacher of English at Hanoi University of Technology, I have been trying hard to
find an appropriate way to enrich vocabulary for my technical students who are always
concerning the meaning of a word only. However, when learning vocabulary, it is not just
enough for students to know the meaning of a word because they need to pronounce it correctly
as well as identify its grammar characteristics and more importantly, they need to know which
words it usually collocates with.
Fortunately, my first year students’ main course books (New Headway preIntermediate, 3rd edition and New Headway Intermediate, 3rd edition) include 5 out of 12
vocabulary units about word collocations. Those parts give our students a good opportunity to
enrich their vocabulary and make correct sentences.
However, many teachers at my English department, I included, find English
collocations rather confusing. On the one hand, English words are collocated almost arbitrarily.
On the other hand, the collocations are so diverse and even mistaken from idioms and
multiword units. To overcome these problems, I decided to conduct a research on English
collocations. From the discussions and findings, I would like to propose some pieces of advice
for learning and teaching collocations in general and those in our main course books in
particular.

4

English collocations by Do Thu Phuong – k18C

CONTENT
1. Definition of English collocations
The term “collocation” was first mentioned in the 19 th century by J.R.Firth but until
now it still remains a headache with different views from linguists and researchers. From a
more applied linguistic point of view, “collocation” is defined as follows: “Collocation is
concerned with the ways words occur together, often in unpredictable ways” (Michael
McCarthy and Felicity O’Dell) or “Collocation is the way words combine in a language to
produce natural-sounding speech and writing” (Oxford Collocations Dictionary) or
“Collocation is the way in which words are used together regularly. Collocations refer to
restrictions on how words can be used together, for instance, which prepositions are used with
the particular verbs or which verbs and nouns are used together”.
From the above-mentioned definitions, we can generally understand that collocation is
the way words often go together. For example, we often say fast food, fast train, but it seems to
be unnatural to say quick food or quick train but quick meal or quick shower although those
adjectives have the same meaning. In other cases, we may hear strong coffee rather than
powerful coffee, a nice horse but not a beautiful horse. Moreover, we often say make a cake but
never do a cake, do homework, but not make homework, and so on.
2. Features of English collocations
2.1 Arbitrariness
2.1.1 Arbitrariness in formation
The arbitrariness in formation of English collocations can be seen easily from several
examples in the previous part. In fact, there is no cohesive rule for the formation of
collocations. As a result, the best way for English learners to use collocations correctly is to
learn by heart. They may learn such phrases as make peace/war but do military service, drink
water but take medicine without being able to explain its co-occurrence principles. Although

5


English collocations by Do Thu Phuong – k18C
advanced learners and native speakers know collocations well and use them naturally, they still
fail to explain why tell the truth is correct while say the truth is unacceptable.
2.1.2 Arbitrary restriction on the substitution of the elements of a collocation
The arbitrariness also takes place in the substitution of the elements of a collocation
From time to time, the substitution is restricted. For example, we can say highly sophisticated,
and we can say extremely happy. Both adverbs have the same lexical function, which is adding
the degree, or magnifying the impact of the adjectives (sophisticated, happy). However, they
are not interchangeable. Still, other adverbs, such as very can replace both highly and
extremely.
2.2 Syntactic modifiability
Unlike the majority of idioms, collocations are subject to syntactic modification. In
other words, the position of components in some collocations can be interchangeable following
grammatical rules. For instance, we can say effective writing and write effectively, or it rains
heavily and heavy rain.
3. Classification of English collocations
English collocations can be classified into various categories based on different criteria,
namely structure, semantic relations and strength. In the scope of my study and with a view to
helping my students use English collocations effectively, I would like to classify English
collocations according to the criterion of structure.
English collocations are structurally divided into two main types: lexical collocations
and grammatical collocations. The former are those that consist of at least one preposition that
is fixed in the collocation and the other is a base word such as noun, verb or adjective. There
are four patterns of grammatical collocations:
 Noun + Preposition: approval of, solution to, in favor of
•

He finally managed to find the solution to the problem.

•

The agreement still lacks approval of the committee.
6


English collocations by Do Thu Phuong – k18C
•



I am no longer in favor of his aggressive attitude.

Verb + Preposition: think of, lead to, access to
•

Let’s think of both bad and good points.

•

His carelessness led to a series of serious consequences.

•

It is not easy for students in rural areas to get access to Internet.

 Adjective + Preposition: interested in, afraid of, and surprised at
•

We are not interested in learning technical terms.

•

Do not be afraid of hardship.

•

All students in class Bk30 were surprised at Hung’s mark in English final test.

 Preposition + Noun: at home, by mistake, on purpose
•

Remember to revise the lesson at home.

•

I took your handbag home by mistake.

•

He was claimed to cheat in the exam on purpose.

The latter or lexical collocations, in contrast, do not include any preposition but only content
words such as noun, verb, adjective or adverb. There sub patterns are as follows:
 Adverb + Adjective
•

This is the most surprisingly modern style I have ever seen.

•

We entered a colorfully decorated room.

•

Are you fully aware of the implications of your action?

 Adjective + Noun
•

The doctor ordered him to take regular exercise.

•

The Titanic sank on its maiden voyage.

•

He has been digging the garden in hot weather.

 Noun + Noun
•

Jack has gone for a job interview
7


English collocations by Do Thu Phuong – k18C

•

The ceasefire agreement came into effect at 11am.

•

I'd like to buy two bars of soap please.

 Noun + Verb
•

His face is burning because he has been digging in the garden all morning.

•

Snow was falling as our plane took off.

•

The bomb went off when he started the car engine.

 Verb + Noun
•

Hurry up or you will miss the bus.

•

I always try to do my homework in the morning, after making my bed.

•

He has been asked to give advice on this issue.

 Verb + Adjective
•

She fell asleep during the lecture.

•

How to keep fit and stay healthy?

•

This type of fish sauce smells terrible

 Verb + Adverb
•

I did my homework quickly and run as fast as possible to the amusement center.

•

Mary whispered softly in John's ear.

•

I vaguely remember that it was growing dark when we left.

 Adverb + Verb
•

I wonder why you can peacefully sleep during my lecture.

•

Highly appreciate your prompt response

•

You only half understand what I mean

4. Discussions and recommendations

8


English collocations by Do Thu Phuong – k18C
From the previous parts, you can see that it is totally not easy to learn and use English
collocations expertly and naturally. Here are some pieces of advice that you should follow to
learn them:


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
chunks, and learn strongly support, not strongly + support.



When you learn a new word, write down other words that collocate with it (remember
rightly, remember distinctly, remember vaguely, remember vividly).



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



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



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.
Once you have mastered the English collocations, you will manage to find an

appropriate method to teach them. From my observations and teaching experience, students
often make no distinction between grammatical collocations and lexical collocations. What

they want to learn is how to find the right collocated words to make meaningful sentences.
Therefore, it is not necessary to emphasize the two categories of collocation but focus more on
the patterns.
Among all patterns provided in the two course books, the verb + noun patterns are the
most widely used and tested. However, students also often get confused with the patterns as
they are so diverse. To solve the problems, many teachers have tried to input them in students’
9


English collocations by Do Thu Phuong – k18C
memory by encouraging them to practice through a lot of exercise like matching, identifying a
verb that does not go with one among a group of nouns, fill in the blank with a correct
noun/verb, etc) . In my opinion, exercise is effective in helping students consolidate what they
have learnt and it really works well if the exercise is designed carefully. The following is an
extra exercise to help students identify different collocations of “make, do, take and get” when
they learn vocabulary about hot verbs on page 73, New Headway pre-Intermediate, 3rd edition.

Fill in each blank with make, do, take or get

1……………war/peace

2……………nothing

3 ……….. …a shower

4…… military service

5…….. a lot of money

6 ……..on well with

10


English collocations by Do Thu Phuong – k18C

7………a good mark.

8. ……some medicine

Besides pictures, games also show its great significance in teaching collocations
because the language output or the need to speak and write to express themselves in the games
actually urges students to learn the collocations. Just make sure the games can cover the
collocations they have learned and they should be challenging enough to encourage and
motivate students.

CONCLUSION
English collocations are almost vital to those who learn English, especially the
advanced learners and language teachers. By mastering the collocations, your language will be
more natural and more easily understood. Moreover, you will have alternative and richer ways
of expressing yourself and it is easier for our brains to remember and use language in chunks or
blocks rather than as single words.
Due to the limit of the final assignment, my research can cover neither the different
views to explain the collocation phenomenon in English nor the distinction from some related
language phenomena such as idioms, multiword units, etc. However, I hope that my study will
be a useful source for my colleagues who have to teach collocations required by the course
books and for those who want to learn more about English collocations.

11

English collocations by Do Thu Phuong – k18C

References
1. John and Liz Soars. New Headway pre-Intermediate. 3 rd edition. Student’s book.
Oxford University Press.
2. John and Liz Soars. New Headway Intermediate. 3rd edition. Student’s book. Oxford
University Press.
3.

Le Thi An Son, “English Collocations and the translation of lexical collocations into
Vietnamese in literary context”. B.A Thesis - Hanoi University of Technology, 2006.

4. Michael McCarthy and Felicity O’Dell “English Collocations in use”. Cambridge
University Press
5. Norbert Schmitt (2000).Vocabulary in language Teaching. Cambridge University Press.
6. Stuart Redman (1999).Basic Vocabulary in Use. Cambridge University Press.
7.

“Collocations – samples”. Online posting.
/>
8.

Deveci, Tanij. “Why and how to teach Collocations”. Online posting.
/>
12


English collocations by Do Thu Phuong – k18C

APPENDIX
Short lists of common collocations extracted from vocabulary in New Headway preIntermediate 3rd edition and New Headway Intermediate, 3rd edition.
Lexical collocations
Verb + Noun
have a bath
get permission
have a good time
Get nowhere
have a drink
Get upset
have a rest
Get a message
have lunch/dinner
go camping
have lunch
do business
go fishing
do nothing
Go sailing
do someone a favor
Go overseas
do the cooking
Go abroad
do the housework
go on foot
do the shopping
go bad
do the washing up
Go wrong
do your best

go for a walk
do your hair
go bankrupt
do your homework
Say hello
make a mess
Say goodbye
make a mistake
Tell the time
make a noise
Tell the truth
make an effort
Tell a lie
make a fortune
Tell a joke
make money
Tell a story
make progress
Lose weight
take a break
Gain weight
take a rest
Keep a promise

Noun + Noun
A bar of soap
Airmail
A bar of chocolates
Airport
a bar of chocolatea bar

A bottle of water
hairbrush
A bottle of wine
Hairdresser
A bottle of champagne Toothpaste
A bunch of flowers
Toothbrush
A bunch of bananas
toothache
A bunch of people
Dining room
A cube of ice
Changing room
A cube of sugar
Waiting room
A loaf of bread
Credit card
A pile of plates
Birthday card
A pile of clothes
Business card
A roll of toilet paper
Shopping center
A school of fish
Shopping list
A group of people
Window frame
A flock of birds
Sunset
A pack of cards

Sunglasses
A package of tea
Suntan
A sheet of paper
Teacup
A sheet of metal
Teaspoon
A plate of metal
Teapot
A piece of cake
Post office
A piece of information Postcard
13


English collocations by Do Thu Phuong – k18C
Verb + Noun
take a seat
Keep a secret
take a taxi
Keep the peace
take an exam
Give advice
take notes
Give information
Get lost
Give a present
Get home
Miss the bus
Get married

Miss the family
Get divorced
Miss the ball
Grammatical collocations

Noun + Noun
A cup of tea/coffee
fireplace
A class of beer
Fire engine
A package of tea
firework
A pair of jeans
Sleeping pill
A pair of scissors
Sleeping child
A couple of days
Wrapping paper
A dozen of eggs
Toilet paper
A tube of toothpaste
keyboard

Noun + Preposition
Reason for
Demand for

Verb + Preposition
Care about
Thank about/of

Adj. + Preposition
Amazed at
Surprised at

Preposition + Noun
By chance
By mistake

Cause of
Increase in
Decrease in
Solution to
Answer to
Response to
Damage to
Plan on
Reply to
Invitation to
Attitude toward
Contact with
Consequence of

Look at
Laugh at
Depend on
Rely on
Consist of
Apply for
Pay for

Wait for
Dream of
Consist of
Speak to
Talk to
Listen to

Good/bad for
Sorry for
Famous for
Responsible for
Aware of
Afraid of
Nice to
Kind to
Polite to
Similar to
Different from
Crowded with
Bored with

By car
In one’s car
In one’s opinion
In English
In ink
In capital letter
On TV
On the radio
On vacation

On business
On fire
On strike
On a diet

14


English collocations by Do Thu Phuong – k18C

15