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Collocations play a significant role in language teaching and learning. In an environment where English is taught as a foreign language, English textbooks are the major source of exposure for learners. Therefore, this study investigates (1) the compatibility of collocations targeted to high frequency collocations suggested in the literature, and (1) how collocations targeted are reused throughout the textbook series. An English corpus of 312,770 word tokens was built from the textbook series from which 13,292 collocations of verb-noun and 11,079 collocations of adjective-noun patterns were identified. The study found that the frequencies of occurences of collocation tokens an collocation types increase gradually from one grade level to the next. Collocations that the textbook series intentionally introduce to the learner account for only 10,5% of the high frequency collocations in an academic collocation list. 11,4 % of the targeted collocations were duplicated in different units, and 19,3% were identified not high frequency collocations. 76% of collocations targeted are reused not to the point that learners can retain and be ready to use. Based on the findings, the study discusses some implications for collocation teaching and material designing.

Article Details

Issue: Vol 6 No 2 (2022): Vol 6, Issue 2: Under publishing
Page No.: In press
Published: May 26, 2022
Section: Article - Arts & Humanities

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Creative Commons License

Copyright: The Authors. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 4.0., which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 How to Cite
Cao, D., Pho, P. D., & Đặng, A. C. (2022). An investigation into collocational profile in English textbooks for Vietnamese students. Science & Technology Development Journal - Social Sciences & Humanities, 6(2), In press.

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