Publication: The Use of International Business Management Collocations by Thai EFL Speakers
Submitted Date
Received Date
Accepted Date
Issued Date
2018
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
11
Issue
1
Edition
Start Page
87
End Page
109
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
The Use of International Business Management Collocations by Thai EFL Speakers
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
Although there has been a plethora of collocation research, little attention has been placed on collocations in the field of International Business Management (IBM). Employing the notion of interlanguage variation, this study aims to investigate what collocations in the IBM field are difficult for Thai learners to produce and to determine their pattern of IBM collocational use. This study also examines whether proficiency and different test types significantly affect learners’ use of IBM collocations. Under investigation, target collocations included adjective-noun and noun-noun collocations relevant to IBM. Sixty Thai university students divided into advanced and upper intermediate groups were asked to participate in the study. Sources of data stemmed from two types of test materials: collocation judgement tests where the participants were requested to decide whether a group of words was a collocation and fill-in-blank tests where they were required to produce a collocate appropriate for a given situation. As demonstrated, only the advanced learners could acquire IBM noun-noun collocations in the fill-in-blank test with ease. Both groups of participants appeared to have employed the same pattern of IBM collocational use. The findings further portrayed that proficiency and the test materials administered to collect the data significantly interfered with the participants’ pattern of IBM collocational use. The results lend initial support to devising learning materials aligned with learners’ level of proficiency, first language knowledge, and familiarity with some collocates required for certain nodes in English language classrooms. Useful suggestions for further research are also provided.