The study explores the collocational competence of Arab foundation program students. Collocational competence of ESL learners is important in achieving native-like proficiency level, which is one of the objectives of foundation programs. In this study, 38 foundation learners were given a 60-item collocation test to identify their current collocational competence and identify specific collocational errors and patterns that are unique to Arab students. The test consisted of verb-noun and adjective-noun structures. The study reveals that learners were more aware of verb-noun combinations and had difficulties providing the collocates for adjective-noun combinations. In fact, there was a significant difference between the scores of students in the verb-noun and adjective-noun structures. Furthermore, the challenges that students encountered when using collocations were mainly on the effects of their L1 based on their choice of collocates. For instance, most answers were strongly linked to students’ failure to distinguish between synonyms that were not present in their L1. Non-exposure to certain collocations and degree of L1-L2 differences were also noted through the surveys administered. Interviews with instructors also provided support on students’ overall performance in the test. Emphasis on students’ exposure to collocations and poor English proficiency levels on top of the L1 and L2 differences emerged from the thematic analysis of the interview. All in all, the findings of this study can provide further insights to language pedagogy—specifically strategies to help students learn collocations more effectively.

Authors:
Pakinam Shiha, Effat University, Saudi Arabia
Nadine Lacsina, Al-Yamamah University, Saudi Arabia

About the Presenter(s)
Dr. Pakenam Shiha is an Assistant Professor at the College of Humanities and the Director of Student Affairs at Effat University in Jeddah, Saudi Arabia.

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