As we know, lexical knowledge is not just about understanding individual words, but also about how to put words together. Collocations are words which are conventionally used together. For example, key principle, respond promptly, increasingly sophisticated. Appropriate use of collocations facilitates comprehension. While however, violating collocation conventions results in errors or awkward language. For example: extra assistance, warmly invite, very vital.

Hence, good collocational knowledge is essential for fluent and natural-sounding English. Many of the difficulties learners encounter can be explained by the fact that most collocations do not have a word-for-word equivalent in their native language. This leads to collocational usage that differs in quantity and quality from that of first-language speakers. Even advanced learners tend to overuse collocations that are consistent with their first language. As well as limit their range of collocations to more memorable, safe choices. For example, choosing very disappointed rather than bitterly disappointed. The books can be used for classroom activities or self-study. For example when preparing for proficiency exams, such as Cambridge exams and IELTS, which often test knowledge of collocations.

Namely strong opinions and less strong opinions. This approach allows learners to acquire new collocations by becoming aware of the node word (= central word) and words the node collocates with. It enables learners to look up possible alternative collocations. For example, in the collocation key factor, ‘factor’ is the node word with alternative collocates, such as main, major, significant. Rundell, M. (Ed.). (2010). Macmillan Collocations Dictionary: For learners of English. London: Macmillan Education. The British National Corpus, version 3 (BNC XML Edition). 2007. Distributed by Bodleian Libraries, University of Oxford, on behalf of the BNC Consortium. Online here The main part of English Collocations in Use is, however, dedicated to the presentation, explanation and practice of hundreds of collocations in typical contexts, to help your learners improve their English. Each version includes learning strategies and ways to avoid common learner errors. Collocations are presented in context covering a variety of topics. Such as Using the Internet; Films and books; Social English; Comparing and contrasting, as well as Writing essays, assignments and reports. An activity example A good knowledge of collocations (typical word combinations) is essential for fluent and natural-sounding English. Using collocations will improve your style of written and spoken English, and knowledge of collocations is often tested in examinations such as Cambridge FCE, CAE, CPE and IELTS. Learning correct word combinations will also help you avoid common learner errors. English Collocations in Use presents and practises hundreds of collocations in typical contexts. It is ideal for students at good intermediate level and above.

Despite the existence of excellent resources that can be consulted to look up collocations, such as dictionaries, collocation lists, corpora and online tools (see references for examples), learners may not know where or how to look up collocations. Or they may simply be unaware that their lexical choices could improve. Therefore, the first resource we want to look at is English Collocations in Use, published by Cambridge University Press. The books in the series provide an ideal overview of collocations and their usage. Resource 1: English Collocations in Use Presents and explains over 1,500 word combinations in typical contexts using tables, charts, short texts and dialogues. English Collocations in Use caters for two proficiency levels, namely for intermediate learners (B1-B2) and for advanced students (C1-C2). In the first part of English Collocations in Use, students learn about what collocations are, which types occur, how collocations differ between registers and how best to acquire them. Learners then discover specific grammatical aspects regarding collocations, as well as their metaphorical use. For example: a bright child, a cold stare, a warm welcome. And how synonyms become part of collocations and lead to quite different meanings. As in to shut one’s mouth vs. to close one’s mouth, for example. Improving fluency and sounding more natural in spoken and written English are probably the main aims for any learner of English. Understanding collocation allows learners to become more confident about their ability as they pave the way to how English is really spoken and written.McIntosh, C., Francis, B., Poole, R. (Eds.). (2009). Oxford Collocations Dictionary: For students of English. Oxford: Oxford University Press. This two-part blog series presents two resources which help teach collocations in class, as well as provide your students with tools to study collocations independently, thereby taking charge of their learning progress. What are collocations and why is collocational knowledge important? Davies, M. (2008). The Corpus of Contemporary American English (COCA): 520 million words, 1990-present. Online here The ACL is featured in the Longman Collocation Dictionary and thesaurus and can also be accessed here