To browse Academia. Such errors show a lack of collocational competence in the learner. Korosadowicz-Struzynska gives an apt characterization of the effect of this type of vocabulary error:. The present study approaches the topic of collocations, which is one of the most difficult problems for Ecuadorian students. Not many of them are conscious of the existence of collocations.
In fact, they give more meaning to grammar and the grammar translation approach plays a key role in the EFL in Ecuador for decades. Additionally, first language interference is a considerable problem in English teaching. Second language learners very frequently rely on their native tongue, assuming that there is always a one-to-one equivalence between L1 and L2 lexical items. This results in major errors since even equivalent lexical items do not always convey the same sense in two languages mainly because of the cultural differences which are mirrored in the vocabulary of every language.
Overlooking collocations and other word combinations also brings about many collocational errors which can be more disruptive than grammatical errors in communication. For most collocations there are no motivations and the same conceptual meaning can be realized by different words. This inexplicability of collocation calls for more attention on the part of both teachers and learners of English.
The aim of this paper is to research the notice given to collocations in the curriculum of EFL in the primary and secondary schools in Macedonia. More specifically, this study is devoted to the elaboration of the concept of Collocations are among the pervasive features of languages, and English seems to be particularly rich in such multi-word lexemes. Since they have not received due attention pedagogically, this research aimed at identifying problems facing advanced Iranian learners of English in producing collocations.
Over pages of materials written by 30 participants were carefully studied and a list of lexical collocations was extracted. The list was then analyzed and different types of correct and incorrect lexical collocations were determined. Results showed that Iranian advanced learners of English do have serious problems with English collocations.
