Corpus Linguistics and Second Language Learners, Reaction Paper Example

The main assumption of Durrant’s (2014, p. 243) study is that “collocations are pervasive in language”, therefore, they play an important role in learning a second language and achieving full proficiency. According to Lesniewska (2006), today there is an increased attention to collocations in applied linguistics. Indeed, knowing the words themselves does not provide sufficient proficiency, and understanding how to use a language in a “native” way involves mastering collocations.

The definition of collocations provided by Lesniewska (2006) describes them as phrases based on non-random word combinations, such as “bitter cold”, but less restricted than idioms, like “cold feet”. Testing the knowledge of collocations, however, seems to be a complicated task. As the author  (Lesniewska, 2006) confirms, writing and listening test results need to be analyzed in order to reveal one’s full competency of these phrases.

Another important aspect that Lesniewska (2006) highlights is that advanced learners often struggle with mastering collocations, therefore, strategies to improve learning outcomes are needed. The study created by Durrant seems to be focusing on determining the most effective ways of understanding, comprehending, and using collocations as second language learners. This stated, the study the author of the current response paper is reflecting on provides a great resource for educations of students who are learning at ESL (English as a second language) courses. The study mentions one interesting argument that needs to be considered, namely that for many L2 learners collocations are simply learned not through comprehension, but based on the frequency of combination. The more the two words are used alongside each other, the more likely the learner is to be using the same combination. Still frequency counts were determined to be the most successful measurements of collocations proficiency among ESL learners.

The meta-analysis, completed by Durrant (2014) was based on a synthesis of existing research study findings. The main results presented by the author were confirming the positive correlation between learners’  knowledge of the collocations and the frequency of the use. The level of correlations varied based on language pairs (first and second language), as well as test types. This indicates that the different methods used for assessing language proficiency will create variable results. This finding is worrying, given the multiple standards of language proficiency assessment around the world. While standard ESL tests exist, national language curriculum and testing variables will affect the reliability of methods used to determine students’ language skills who speak English as a second language.

On the other hand, based on the study created by Durrant (2014), it is interesting to see that linguistic educators no longer focus on the knowledge of vocabulary and grammar, but also the “correct, native use” of the language, which is important. Still, it is important to note that collocations are only small parts of language use: word order, intonation, sentence structure, the use of idioms and phrases, the correct tense and abbreviations, nicknames, and euphemisms, for example, all contribute towards language proficiency. While the study completed by Durrant (2014) is relevant to English as a second language educators, and highlights the importance of learning beyond vocabulary, it is not a comprehensive guide. In order to learn to correctly assess language proficiency, there is a need for creating standard international assessment tests focusing on the use of language according to native standards. As Durrant (2014) confirms, while the frequency of collocations is important, it does not define knowledge on its own.

References

Durrant, P. (2014). Corpus frequency and second language learners’ knowledge of collocations: A meta-analysis. International Journal of Corpus Linguistics, 19(4), 443-477.

Le?niewska, J. (2006). Collocations and second language use. Studia Linguistica, 123, 95-105.