Cultural Effects on English Language Collocation as Foreign Language

In side lyric, there are to a gr bird feeder extent a(prenominal) fixed, identifiable, non-idiomatic phrases and construction. much(prenominal) congregations of dustup are called recurrent combinations, fixed combination or collocation. collocation fall into two major groups grammatic collocation and lexical collocation. For sight who regard the English quarrel as a foreign language or second language, its so difficult to express it as perfect. This miniskirt research paper talks about Cultural heart and soul on English linguistic process Collocation as Foreign Language to help them more understanding in how to mastering English.Keywords Collocation, English as a second language, Cultural effects Introduction Learners of English as a foreign or second language, comparable learners of any language, urinate traditionally devoted themselves to mastering words their pronunciations, forms, and meanings. However, if they wish to acquire participating mastery of English. That is, if they wish to be able to express themselves fluently and accurately in speech and composing, they must learn to cope with the combination of words into phrases, sentences and texts. Students must learn how words comply or lump with each(prenominal) otherwise.In any language, certain words regularly combine with certain other words or grammatical constructions. Collocations are important to language learners. When learners wont collocations, they will be better understood. Native speakers unconsciously predict what is going away to be said based on the use up of phrases. If a non-native speaker uses frequently-used patterns (collocations), it will be easier for native speakers to guess what the non-native speaker is feel outing and may help compensate for other language upshots, much(prenominal) as pronunciation.When learners pull through and speak, if they use collocations central to their topic, their readers are more likely to understand their message. The magnificence of language acquisition has always been recognized, although, at times, vocabulary was treated as separate from grammar and skills. However, the communicative and natural approach emphasized the importance of vocabulary development. Vocabulary knowledge involves considerably more than just knowing the meanings of apt(p) words in isolation it involves knowing the words that tend to coexist with it.Hoey (2005) in Shokouhi (2010), for example, argues that non-native speakers behave differently with collocations than native speakers, in that the former group learns them in very restricted contexts. Compounding this problem is the fact that the absolute frequency of particular combinations depends upon the genre in which each occurs. Grammatical and lexical collocations, like the accompaniments of nouns with other nouns, adjectives with nouns, verbs with other parts of speech, or many other such combinations, may all show different behaviour. Literature ReviewCollocatio n Collocation is a tendency of words in a language to occur in close proximity to each other (based on logical and meaning(prenominal) relationships between then, patterns of association and usage, etc). Collocation quite a little be ascertained by experience, reading, and study of dictionaries that come back multiple examples in the form of quotations, such as the Oxford English Dictionary) Chandler (1998). Students must learn how words combine or collocate with each other. In any language, certain words regularly combine with certain other words or grammatical constructions.These recurrent, semi-fixed combinations or collocations can be divided into group (BBI dictionary) 1. Grammatical collocation Grammatical collocation is a phrase consisting of a dominant word (noun, adjective, verb) and preposition or grammatical structure such as an infinitive or clause. Example account for, service over, adjacent to, by accident, to be afraid that. 2. lexical collocation Lexical colloca tions consist of various combinations of nouns, adjectives, verbs and adverbs. Lexical collocations, in contrast to grammatical collocations, do non contain prepositions, infinitives or clauses.Example a crushing defeat, storms rage, a introduction capital. Lewis (1998) proposes the next categories for collocations 1. Strong A large number of collocations are tender or very strong. For example, we most comm besides talk of rancid just nowter, but that does not mean that other things cannot be rancid. 2. Weak These are words which co-occur with a greater than random frequency. Many things can be long or short, cheap or expensive, good or bad. However, approximately things are more predictable, which could be alled collocation for example, white wine or red wine. 3. Medium strength These are words that go in concert with a greater frequency than weak collocations. Some examples are traveling bag a meeting carry out a study. The context in which a collocation is used is importan t. Certain collocations or expressions are hold for certain contexts. Factors such as a difference in position or a social distance between the speaker and the attendee can affect the choice of collocational phrases. For example, we would not greet our boss by reciteing Hows it going? however, it is all right to greet a friend that way. This example suggests that knowledge of connotation and formality is important in deciding which collocation to use. (Deveci, 2003). Language and goal There are many ways in which the phenomena of language and kitchen-gardening are intimately related. two phenomena are unique to humans and have therefore been the subject of a great deal of anthropological and sociological study. Language, of course, is determined by culture, though the extent to which this is true(a) is now under debate.The converse is to a fault true to some degree culture is determined by language or rather, by the replicators that created both. 1)Language as Determined b y Culture Early anthropologists, following the theory that words determine thought, believed that language and its structure were entirely mutually beneficial on the cultural context in which they existed. This was a logical address of what is termed the Standard Social Science Model, which views the human mind as an indefinitely malleable structure capable of absorbing any sort of culture without constraints from genetic or neurological factors.In this vein, anthropologist Verne Ray conducted a study in the 1950s, giving color samples to different American Indian tribes and asking them to give the names of the colors. He concluded that the spectrum we see as green, icteric, etc. was an entirely arbitrary division, and each culture divided the spectrum separately. gibe to this supposition, the divisions seen between colors are a consequence of the language we learn, and do not correspond to divisions in the natural world. A similar hypothesis is upheld in the extremely popular meme of Eskimo words for snow common stories divert from fifty to upwards of two hundred. )Language as Part of Culture For many people, language is not just the medium of culture but also is a part of culture. It is quite common for immigrants to a impudently arena to retain their old customs and to speak their first language amid mate immigrants, even if all present are comfortable in their new language. This occurs because the immigrants are eager to preserve their own heritage, which includes not only customs and traditions but also language. A good example of this is in Canada, where French-speaking natives of Quebec clash with the English-speaking majority.This sort of conflict is also common in areas with a great deal of tribal warfare. It is even becoming an issue in America as speakers of standard American English mainly whites and educated minorities observe the growing number of speakers of black English vernacular. Debates are common over whether it is proper to use Ebonics in schools, while its speakers comprehend to assert that the dialect is a fundamental part of the black culture. Hossein Shokouhi (2010) found in his research that vocabulary in common and collocation in particular are important to language learning.If collocational associations are not properly taught and learned, the resulting irregularities will immediately mark the learners speech or writing as problematic and non-native. Tanju Deveci (2003) said that many cultures, including the Turkish culture, encourage rote learning learning, where students memorise lists of words in isolation and when they saw the words in phrases, they could not understand them. Such surface level knowledge inhibits significant learning and creates collocation-related problems such as the following 1.Learners may have intra-lingual problems. For example, alternatively of many thanks, they might incorrectly use several(prenominal) thanks. 2. Learners may forge negative transfer from their m other tongue. For example, some Turkish learners tend to say become lovers ins afternoon teatimed of fall in love. 3. Learners may look for general rules for collocations that do not work for all collocations. For example, they might over-generalize rules of collocation, for example, the use of prepositions in phrasal verbs. They could think that jell off your coat is the opposite of put on your coat. 4.When students learn words through definitions or in isolation, their chances of victimisation appropriate collocations or remembering the words decrease. 5. Students may fail to run into horse sense of an idiom. To illustrate, the English idiom It is raining cats and dogs does not denounce sense to Turkish learners of English because this idiom does not exist in their culture. To evanesce the same idea, Turkish learners would say It is raining out of the glass, which does not fuddle sense in English. 6. When students read texts, they may not recognize collocations as meaningfu l phrases, which would inhibit their understanding of the text. Findings of researchIn this study, the authors take 30 students of Unnes form several majors whether theyre English students or not English students as a sample. The participants were given some questions about collocation. This is representing how the Indonesian students make a word combination From 30 respondents. Only 13 students or 44% of students who make a correct answer and its not only students from Language and Art Faculty but also from the others. It means that the line of merchandise culture has bendd the Indonesian students in expressing English. On the other hand, Based on the tests, respondents have failed to place the right words.That is the fact that a culture has an influence to students in making a word combination well. When the Indonesian wants to say Seseorang harus percaya diri dengan kemampuannya or angiotensin-converting enzyme should have confidence with his own susceptibility, whereas in E nglish the truth is One should have confidence in his own ability. Conclusion Collocation is very important in English language because with collocation language will be more natural and more easily understood, learners will have alternative and richer ways of expressing themselves and it is easier to remember and use language in chunks or blocks rather than as single words.This mini research found that the Indonesian students are still influenced by the Indonesian language in expressing English especially in choosing the words to make a word combination well or good-collocation. To make a good word combination or right-collocation, the Author advises to readers especially to Indonesian students to use a BBI dictionary written by Benson, M. , E. Benson and R. F. Ilson.References Daniel Chandler, 1998 Semiotics for Beginners a more complex semiotic explanation of denotation/connotation and paradigmatic/syntagmatic analysis. Deveci, Tanju, 2003 teaches English for Academic Purposes at Sabanci University in Istanbul. Hossein Shokouhi, 2010 Collocational Knowledge versus command Linguistic Knowledge among Iranian EFL Learners. , Shahid Chamran University, Iran Lewis, M. 1998. Implementing the lexical approach. London Language didactics Publications. Benson, M. , E. Benson and R. F. Ilson. 1997. The BBI dictionary of English word combinations. Amsterdam Philadelphia John Benjamins Publishing Co. appendage Collocation Test i. Fill in the blank the questions below . What is the normal way of describing someone who eats a lot? a)a big eater b)a strong eater c)a hard eater d)a heavy eater e)a roughshod eater 2. Which is the truth the following phrases? a)a solid tea b)a powerful tea c)a strong tea d)an iron tea e) a stiff tea 3. The high walls give the garden protection .. the wind. a)From b)To c)Against d)Of e)At 4. Nobody refused for fear .. losing their job. a)From b)Of c)Over d)On e)to 5. One should have confidence .. his own ability. a)On b)At c)Over d)In e)W ith