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Skilled users of the language can produce effects such as humor by varying the normal patterns of collocation. This approach is especially popular with poets , journalists and advertisers . Collocations may seem natural to native writers and speakers, but are not obvious to non-native English speakers.
Rather than select a single definition, Gledhill [3] proposes that collocation involves at least three different perspectives: co-occurrence, a statistical view, which sees collocation as the recurrent appearance in a text of a node and its collocates; [4] [5] [6] construction, which sees collocation either as a correlation between a lexeme and ...
There are two forms: repetition and collocation. Repetition uses the same word, or synonyms, antonyms, etc. For example, "Which dress are you going to wear?" – "I will wear my green frock," uses the synonyms "dress" and "frock" for lexical cohesion. Collocation uses related words that typically go together or tend to repeat the same meaning.
Students use vocabulary and concepts already learned to tell a story or describe an event. The teacher writes down the information they provide, and then uses the account to teach language, especially to develop reading skills. Language learning requirements To learn language, students have four needs: They must be exposed to the language.
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Vocabulary: The TEPS vocabulary section measures a test taker's ability to use vocabulary in authentic and practical contexts. The vocabulary section incorporates many items that test knowledge of collocations in order to measure the ability to distinguish among synonyms and related words, which could be confused when translated.
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