A Corpus-Based Study on Vietnamese EFL Students’ Use of English Lexical Collocations in Academic Writing
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Nghiên cứu mô tả dựa trên ngữ liệu này nhằm khảo sát việc sử dụng cụm từ kết hợp tiếng Anh trong bài viết học thuật của sinh viên học tiếng Anh như một ngoại ngữ. Đối tượng của nghiên cứu gồm 120 sinh viên năm nhất chuyên ngành Ngôn ngữ Anh tại một trường đại học công lập ở khu vực phía Nam, Việt Nam. Công cụ phân tích dữ liệu bao gồm Sketch Engine và Corpus of Contemporary American English, được sử dụng chủ yếu để phân loại và đánh giá mức độ phù hợp của các kết hợp từ được biểu đạt trong bài luận của sinh viên. Ngoài ra, để nghiên cứu sâu hơn các yếu tố có liên quan, một khảo sát dựa trên thang đo Likert kèm với hai câu hỏi mở đã được thực hiện với đối tượng nghiên cứu. Kết quả thu được từ việc phân tích định lượng và định tính của dữ liệu cho thấy sinh viên sử dụng các kết hợp tính từ + danh từ thường xuyên nhất trong bài luận của họ. Tuy nhiên, loại cụm từ kết hợp dường như gây nhiều khó khăn nhất cho sinh viên là danh từ + danh từ, tính từ + danh từ, và động từ + trạng từ. Nguyên nhân chính của việc này được cho là do vốn từ vựng của sinh viên còn hạn chế, thiếu kiến thức và chiến lược học kết hợp từ, và ảnh hưởng của tiếng mẹ đẻ, dẫn đến việc sử dụng sai và chọn lựa không đúng các kết hợp từ tiếng Anh. Dựa trên kết quả nghiên cứu, một số đề xuất ứng dụng sư phạm quan trọng đã được thảo luận thêm để việc dạy và học các cụm từ kết hợp ngày càng có hiệu quả hơn góp phần nâng cao năng lực viết học thuật cho sinh viên học tiếng Anh như một ngoại ngữ.
Abstract
This descriptive corpus-based study aimed to investigate EFL students’ use of English lexical collocations in their academic writing. The study included 120 freshmen majoring in English Studies at a state university in the southern region of Vietnam. Corpus-based tools, specifically Sketch Engine and the Corpus of Contemporary American English, were primarily employed to categorize and assess the appropriateness of collocations expressed in the students' essays. Additionally, in order to delve deeper into research-related matters, a Likert scale survey embedded with two open-ended questions was administered to the participants. The findings obtained from both quantitative and qualitative analyses of the collected data indicated that the students most frequently utilized adjective + noun collocations in their academic essays. However, the types of collocations that seemed to pose the most challenges for their usage were noun + noun, adjective + noun, and verb + adverb collocations. This was largely attributed to their limited vocabulary size, lack of collocational knowledge and learning strategies, and L1 negative transfer, which resulted in their misuse and incorrect selection of English collocations. Based on the research outcomes, important pedagogical implications have been further discussed for effective teaching and learning of English collocations to benefit EFL students’ academic writing.
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