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AN INVESTIGATION INTO THE PERCEPTIONS AND THE USE OF VERB-NOUN COLLOCATIONS IN ARGUMENTATIVE ESSAYS OF THIRD-YEAR ENGLISH - MAJORED STUDENTS AT THE UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY : NGHIÊN CỨU NHẬN THỨC VÀ VIỆC SỬ DỤNG KẾT HỢP ĐỘNG - DANH TỪ TRONG BÀI VĂN TRANH LUẬN CỦA SINH VIÊN NĂM BA CHUYÊN NGỮ TẠI ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ / Nguyễn Thị Vân Uyên; Phạm Thị Nguyên Ái Huế, 2021106tr. ; 28cm.Trường Đại học Ngoại ngữ - Đại học HuếThis study aimed to investigate the perceptions of third-year English-majored students at Hue University of Foreign Languages and their use of Verb-Noun collocations. This research also contributed to categorizing common types of collocation mistakes in their argumentative essays. To achieve those aforementioned purposes, both quantitative and qualitative research methods were adopted. The data sources included questionnaires, argumentative essays and semi-structured interviews. The data from the questionnaire were analyzed statistically, while the data from the argumentative essays and interviews were interpreted and integrated accordingly to give insights into the research issues. The results showed that all of the student participants had positive perceptions of the use of Verb-Noun collocations even though they had different levels of difficulty. Furthermore, the study discovered that the participants did not produce a very large number of Verb-Noun collocations in their argumentative essays and most of the verbs often produced were verbs with high frequencies. The findings also revealed that the percentage of incorrect Verb- Noun collocations produced was slightly high. In this study the most frequent type of mistakes was found to be “wrong choice of verb” and fairly frequent was the production of completely wrong combination and prepositional mistakes, followed by determiner mistakes. On the basis of the results of the current study, several pedagogical implications can be proposed for students, teachers and curriculum designers.
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