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JOURNAL OF LANGUAGE
AND LINGUISTIC STUDIES
ISSN: 1305-578X
Journal of Language and Linguistic Studies, 17(3), 1831-1842; 2021

ENGLISH COLLOCATION AND SOME OTHER EDUCATIONAL

METHODS TO IMPROVE STUDENTS’ ENGLISH VOCABULARY

Le Huong Hoa 1
Ph.D - People’s Police University, Ho Chi Minh City, Vietnam.

APA Citation:
Le Huong Hoa (2021). ENGLISH COLLOCATION AND SOME OTHER EDUCATIONAL METHODS TO IMPROVE STUDENTS’
ENGLISH VOCABULARY, Journal of Language and Linguistic Studies, 17(3), 1831-1842

Submission Date:04/06/2021
Acceptance Date:.09/09/2021

ABSTRACT

When one thinks of vocabulary, they tend to think of the meaning of the word. However, word
knowledge involves spelling, pronunciation, morphology, syntax, and depth of meaning (Carlo, et al.,
2008). Authors use qualitative analysis as a combination of different methods as follow: description,
synthesis and analysis.
Hence, In order to improve English vocabulary for students, teachers need to improve several
educational methods, one of them is Collocation as one effective method for foreign language
learning We can recognize that student can improve English collocations with verb ‘make’, for
instance.
Other educational methods include: Li Li and Ting (2019) mentioned After using the vocabulary
journals for a few weeks, all the pupils found that they were able to learn new vocabulary better. This
was evidenced by the improvement in their test scores and fairly consistent use of the words in
accurate contexts. However, the effect of the vocabulary journals does not appear to be uniformly
good for all pupils. In addition, the pupils also became
more enthusiastic about the learning vocabulary compared to before the action when they participated
more in the lessons. To conclude, vocabulary journals could help the pupils to learn vocabulary better
and increase their participation in learning vocabulary.

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Key words: collocation, linguistics, English teaching, education, vocabulary.

1. Introduction

English Language Learners (ELL) often feel that vocabulary is their most frequent obstacle when
having to access information from classroom texts (Silverman & Hines, 2009). This can be
problematic knowing how vocabulary acquisition is a critical component of academic language (Ajayi,
2005).
Vocabulary is considered a complex endeavor, the mastery of which is difficult for most learners
(Stockwell & Liu, 2015). The complexity of word forms, word choices, and various meanings
(González Fernández & Schmitt, 2015; K. H. Tan et al., 2020) presents difficulties for learners trying
to master English vocabulary.
In communication, vocabulary is the "root source" of all problems. To communicate coherently and
capture the necessary information with the other party, vocabulary is what you need to be sure of.
Only when you possess a rich and rich vocabulary, can your speech become natural and fluent.
In the process of communication, readers or listeners almost only pay attention to the content that the
speaker wants to express rather than grammar and sentences. Because, even if you firmly grasp the
grammatical structures, but the vocabulary is limited, it is still impossible to properly convey the
content that you want to convey to the opponent.
Hence author conduct this study “English Collocation and Some Other Educational Methods to
Improve Students’ English Vocabulary”.

2. Literature review

Author summarize in below table

Table 1 - Summary of previous related studies

Authors Year Content, results
Pikulsi 2004 They add more that “one reason teacher are
and Templeton concerned about
teaching vocabulary is to facilitate the
comprehension of a text that students will
be assign to read “ so it is important role for
the teacher to building up both of them.
Kamil 2005 they asserted that “receptive vocabulary is
and Hiebert typically larger than

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productive vocabulary, and may include

many words to which we assign some
meaning even we do not know their full
meaning and connotations or ever use
them by ourselves as we speak and write”.

Carlo, August, Mclaughlin, 2008 Ideally, vocabulary instruction for ELLs

Snow, Dressler, Lippman, & would combine direct teaching of words with
White incidental learning and multiple opportunities
to hear these words in multiple contexts
Harris and Sipay 2009 states that reading comprehension
in Hafsah understands
what we have been read. It is an active
thinking process that depends not only on
comprehension skill, but also the students
experience and priories knowledge
comprehension involves understanding the
vocabulary, being the relationship
among words and concept, organizing
author’s purposes, making judgments, and
evaluating. Reading is an important source to
increase knowledge. It is a reason
why teachers are interest and little sensitive
in order to teach vocabulary.
Hunt 2016 Results from the questionnaires indicated
that teachers gained both knowledge of and
confidence in direct vocabulary instruction.
Due to the importance of vocabulary
acquisition for ELL students, educators need
more formal training on effective
instructional strategies to use in their
classroom
Jackson, et al. 2014 authors conducted a study to see whether
children who were exposed to English at an
earlier point in life was a factor in their
vocabulary growth. However, this was not

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1834 Le Huong Hoa / Journal of Language and Linguistic Studies, 17(3) (2021) 1831-1842

necessarily the case. In fact, a higher

vocabulary in their first language was a
significant predictor of growth in English
vocabulary
Mahmud, Nasri, Samsudin, 2018 Educators have recognized that the major
& Halim obstacle for human resource managers in the
hiring process is Malaysian students’ lacking
command of the English language. To
leverage the scientific knowledge which is
often conveyed in English, it is best to be
taught in English
Li Li 2019 show that vocabulary journals helped the
participants to learn vocabulary more
effectively. It is an effective scaffolding tool
for vocabulary learning among the primary
school pupils, though the journals could be
further improved. Further suggestions were
to improve on the questions in interview and
to use reflective journals to increase the
validity of the research
Huei et al 2021 As the coronavirus disease 2019 (COVID-
19) continues its spread across the world,
people’s vocabulary learning has been
limited. Responding to this situation with
appropriate awareness, e-learning is being
applied to teach the English language. The
intent of this study is to utilize Quizizz to
enhance the vocabulary achievement among
primary English as Second Language (ESL)
pupils in rural schools.
(source: author synthesis)

3. Methodology

Author use qualitative analysis as a combination of different methods as follow: description, synthesis
and analysis. The procedures of the study are to synthesize meanings of verb ‘make as well as

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examples to illustrate from different sources such as dictionaries, libraries, literary works, newspapers,
magazines, and websites, to collect collocations in which they are often used in English documents.

4. Main findings
4.1 Some educational methods to improve students’ vocabulary

First, Nikijuliv (2020) stated One of the most effective methods is through a vocabulary journal. This
strategy, students will clarify unfamiliar words or phrases by listing them on a chart in their journals.
They write what their perceive is the definition by reading and recognizing clues within the sentence
or surrounding sentences. They note the type of context clue they used in order to derive the meaning
of the word or phrase. The activity of the strategy should be introduced and applied in conjunction
with the lesson on idiomatic expression.
Second, Kai and Hua (2021) mentioned that The emergence of new technologies has brought massive
changes to teaching and learning processes. In recent years, mobile phones have evolved into
effective teaching tools; when used practically, they could improve learning outcomes. The potential
of mobile phones as a learning platform has led to a proliferation of research into their effectiveness.
Third, In another study, Chang, Liu, and Paas (2018) examined the impact of the use of computer-
aided dictionaries and suggested that “definition checking” enhances learners’ memory, hence
facilitating the learning of English as a second language (Tan, 2009). The participants learnt by
looking up definitions in computer-aided dictionaries.
Fourth, Lo & Li (1998:9) states, “Songs provide a break from classroom routine, and that learning
English through songs develop a classroom atmosphere in which the four language skill can be
enhanced”. Students are often willing to learn to sing a song in a foreign language even if they do not
fully understand or partially understand the meaning of the words. This allows them a chance to relax
from the pressure of the study. Students listen to all kinds of music outside the classroom. Music is
very enthusiastic when teachers choose to exploit songs in the classroom.
Fifth, Larson et al. (2013) emphasized that pupils can revisit the journal to add new information about
previous words, such as new nuances and contexts. Pupils can refer to, make additions, and revise the
content of the journal as they progress through stages of word learning, making it a personal
experience unique to every individual. As the pupil adds to the pages and sections, the vocabulary
journal authentically grows in proportion to the pupil’s word knowledge.

4.2 English collocation method

English collocations with ‘make’ in the international criminal documents are divided into five
groups: the combination of the verb ‘make’ + expression + preposition; the combination of ‘make’ +

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noun/ object (+ adjective/ verb); phrasal-prepositional verbs with the verb ‘make’; prepositional verbs
with ‘make’, and phrasal verbs with the verb ‘make’. Each type of collocation may create difficulty or
confusion in learners and translators of documents using them. This is due to the fact that there are
hardly any clear-cut guidelines for non-native learners and translators to decide which combinations
are definitely acceptable and whose co-occurrence are highly predictable; and which ones are possibly
acceptable for creative purpose, or which are plainly unacceptable. The only way to get a better grasp
of these English collocations is by building up an awareness of them and experiencing them both
receptively and productively.
English collocations in common and English collocations with ‘make’ in international criminal
documents in particular can be divided into grammatical and lexical collocations. Each type of
collocation may cause difficulty or confusion in learners and translators of English. This is due to the
fact that there are no comprehensive clear-cut guidelines for non-native learners to decide which exact
combinations are acceptable and whose co-occurrence are predictable; whose are possibly acceptable
for creative purposes only, or which ones are completely unacceptable. The only way to get better
grasp of these collocations is by building up an awareness of them and encountering them both
receptively and productively.
Based on the analysis, implications for learning and translating these colocations were found.
First, teachers and students should pay close attention to collocations in the process of teaching
and learning collocations. Collocation is an important characteristic which learners of a language
should master. Because learning individual words and their meaning does not suffice when aiming to
achieve great fluency in a second language. It is collocation that helps students attain a native-like
level of proficiency. To achieve this, when teaching new words, teachers should introduce the
collocations using these words. For example, there is no point in knowing the meanings of the word
make to some extent, except when it occurs in make an offer/ a bed/ a mistake. Thus, it is more useful
for students to know the common combinations of a new word. The idea here is that when teaching a
new word, the teachers should explain some of its most common collocations at the same time. It is
the role of the teacher to emphasize that they do not really ‘know’ the word unless they also know
how that word is used.
Second, teachers and students should be fully aware that the final aim of language teaching and
learning is to develop students’ communicative competence as well as their linguistic competence.
Therefore, a good knowledge of vocabulary, particularly that of collocations is very important. When
teaching, instructors should help students understand the collocations in the lesson and design
collocation exercises for their students because existing textbooks do not contain this kind of exercise.
As a result, students have little opportunity to be exposed to collocations.

5. Discussion and Conclusion

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Nikizuluw (2020) stated In Indonesia, there are some English teachers who still use conventional
method to teach vocabulary. Conventional method is an approach which offers an insight of
grammatical rules when the process of translating from the second to the native language is done. This
method is popular because students could demonstrate that they understand the grammatical
construction underlying a specific sentence by it. Teacher just helps the students to translate the
written text in mother tongue or gave the students long list of words with their equivalence in the
students native language and asked them to memorize it.
Students who are not able to translate the words correctly are blamed on being neither intelligent nor
lazy or both.
Last but not least, Li Li (2019) specified that show that vocabulary journals helped the participants to
learn vocabulary more effectively. It is an effective scaffolding tool for vocabulary learning among
the primary school pupils, though the journals could be further improved.
Finally, If learning English vocabulary according to each specific topic in communication, it is much
simpler. Moreover, learning English vocabulary by topic will bring a lot of benefits to you such as:
Learning by topic will be easily applied to corresponding real-life situations.
Helps to quickly remember the semantics of words.
Acquire more vocabulary related to the conversation topic, helping to support the conversation to go
more smoothly and better.
The meaning of a word will completely change and take on much richer meanings when placed in
different contexts of use. Learning a word alone will only help you understand a few basic layers of
its meaning.
Don't let the vocabulary you've just learned be forgotten in vain. Applying it right after learning is a
very effective way to learn English vocabulary never to forget. Simply use those words for a tweet or
a few random moods on instagram or facebook, etc. Or if you're studying with friends, take the time
to chat and review what's have learned.

Acknowledgement

Thank you editors, friends to assist this publishing

Author Contributions
All authors listed have made a substantial, direct, and intellectual contribution to the work and
approved it for publication.

Conflicts of interest

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1838 Le Huong Hoa / Journal of Language and Linguistic Studies, 17(3) (2021) 1831-1842

There is no conflict of interest.

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