Türk İngilizce öğretmenliği öğrencilerinin tartışmacı yazılarındaki yüksek frekanslı fiillerdeki fiil+isim kombinasyonlarının bir analizi: Make ve do örneği

It is often argued that word combinations, and, thus collocation knowledge is an essential part of the mastery in a foreign language. It is also argued that high-frequency verbs are tricky for the learners, especially when they are in combinations with other words. Comparing to native speakers, some learners tend to use high-frequency verbs more frequently while some others avoid using them considering their collocational properties or delexical meanings. The present study aims to reveal the use of high-frequency verbs make and do when they occur in a verb+noun combination in the argumentative essays of Turkish learners of English. In this context, this study investigated overuse/underuse, grammatical and semantic patterns and erroneous productions in the learner corpus. The investigation made use of LOCNESS as the reference native corpus for comparison purposes. The findings showed that learners tended to underuse make+noun combinations comparing to the native corpus; they also showed some similarities and dissimilarities with the native corpus in terms of grammatical and semantic properties in their productions. Finally, the error analysis revealed that learners have some problems with make and do verb+noun combinations. Based on the findings of the current study and previous studies, the present study shared theoretical and practical implications particularly for language teaching settings. Keywords: Word combinations, High-frequency words, Collocations, Corpus