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Book title            : Grammatical Collocation in Writing Production of Efl Learners: A Study Of L2 Collocation Learning.

Author                 : Maryam Bahardoust (M. A.)

Publisher              : Iranian EFL Journal.

Date Publisher     : February 2013

Number of Pages : 266 – 279 (14)

Genre                   : Research.

·         Why did you decide to read this article?

In my opinion, this article head for evaluating the rate of grammatical collocation which has been ignored by most linguist and language teacher. Actually it helps second language learners in vocabulary acquisitions because It is difficult for non-native language to identify the collocations. Some of L2 learners ignore them and they transfer collocation structure of their mother language to the target language, which often produce incorrect sentence.

·         Were you glad that you decide to read it? Explain!

Yes, I was. Because this journal gives me explanation about how important of collocation on the writing skill because most likely L2 learners have never exposed in formal and explicit way of lexical and grammatical collocation of target language

·         What did you like best about this article?

I like from this book about the explanation of collocation especially in grammatical collocation. Although to choosing our word carefully is more important than choosing grammatical structures.

·         What did you like least?

I didn’t much ability in grammatical, so I feel confuse and difficult to understand about this article.

·         Would you recommend this article to friends?

Yes of course, I recommend this article to the candidate of English teacher especially in teaching writing focus on grammatical collocation.

·         On a scale of 1 – 10, how difficult was this book for you?

I give a scale of this book 8 = quite difficult.

Ø  Some difficult vocabularies.

Ø  Difficult understanding.

Book Report

This article aimed at evaluating the rate of grammatical collocations in Iranian EFL learners' writing production across L1 and L2. Furthermore, L1 effect on L2 grammatical collocation use in the learner' writing samples was examined. Collocation, a habitual or recurrent word combination, has been considered as one of the ways that differentiate native speakers from non-native learners.

The importance of learning and using collocations to master foreign language communicatively has recent attracted the attention of the researchers. One problematic question which whether or not having a large store of vocabulary and basic knowledge of grammar are enough for fluent and successful communication. The problem of collocation is about verb transition and phrasal verb that seem too much. The other problem is pattern verb + adverbial particle combinations are confusing to English Learners because it has more than one meaning such as make up has meaning = to decide, to invent, to put on cosmetics, and the cosmetics itself. Adverbial particles forms are  similar to preposition, for example the Indonesian expression “tertarik dengan” is literary transferred to English “interest with”, whereas “interest in” (the truly expression) will be difficult to remember because preposition “in” is Indonesian of “di”.  The last is difficulties to decide whether the verbs of phrasal verbs are transitive or intransitive. For example: it was it was too late to call in an electrician, verb “call in” can change into “call”. Transitive verb “call on” is mean ask to speak.

In this case, the respondents as participants are 200 EFL students at BA level from University of Kashan were selected through purposive sampling, both male and female and ranged in age 19-21. This research tried to collect considerable samples of EFL learners’ writing by using assignments, mid-term papers, and final exam paper as an essay writing.

The procedures are takes 40 participants in the educational year of 2008were asked to write three paragraphs based on the topic given (as an assignment). The next educational year (2009) was treated like 2008 (to compare L1 and L2 grammatical collocation. Next, teacher held mid-term exam (40 essays) in the same educational year in 60 minutes. The final exam was given at the end of the two semesters (2008 and 2009). Finally, the researcher used Oxford Collocations Dictionary for Students of English (2002). The number of words, sentences, and texts could show the rate of collocations in learners’ writing.

The result of study said that it may be interpreted two ways: first, higher frequency of correct grammatical collocations can be contributed to L1 positive influence. Second, since the number of verb-preposition collocation has also fewer tokens than other categories. Positive L1 transfer and limited number of some grammatical collocations were emerged as possible explanation for the accuracy of using collocation by EFL learners.

 note:  book report is very briefly summary of book/article that you've read

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