Collocations in Persian Learner's Corpus: A Study Based on a Phraseological Approach

Document Type : Research Paper

Authors

1 PhD candidate in Teaching Persian to Non-Persian Speakers, Allameh Tabataba'i University, Tehran, Iran.

2 Corresponding author, Professor in Linguistics, Allameh Tabataba'i University, Tehran, Iran.

Abstract

The present study is a mixed method (quantitative-qualitative) and cross-sectional research that was conducted to evaluate how to use collocations by foreign Persian learners at six levels from introductory to advanced. The statistical population included 1112 texts from the tests taken at the Saadi Foundation (Linguistic corpus with 142,608 tokens), which were sampled by stratified random sampling method, 300 written texts with balanced volume in each Level. Various linguistic approaches were studied to analyze the sample corpus and identify collocations; Then, by examining and matching the criteria of the Phraseological approach and Farth's approach with the researcher's observations in the sample, a comprehensive definition of coincidence and criteria for identifying it in the productions of non-Iranian Persian learners were obtained. Then, the sample body was coded and analyzed in the MAXQDA software according to a specific coding system, and the research hypotheses were verified by interpreting the descriptive and inferential statistics obtained from the SPSS software. The study found that Persian learners, regardless of their proficiency level, use a similar number of collocations in their writing so the collocations are important from the very beginning of Persian learning. However, more common collocations were observed in the lower-level Persian learners’ writing, and a list of them is provided in the article. Higher-level learners use a greater variety of collocations. These findings suggest that collocations are important from the beginning of language learning and should be incorporated into language instruction and assessment.

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History

  • Receive Date: 24 November 2024
  • Revise Date: 15 January 2025
  • Accept Date: 24 January 2025

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