EFL learners’ Literal Translation and Deficiency in Speech Collocation Use

Abstract

Collocations represent a challenging language aspect for both learners and teachers. Besides, literal translation is the primary strategy EFL learners use to express themselves even though it results in erroneous speech patterns. This study aims at shedding light on the relation between literal translation and the use of collocations in the speech of Algerian EFL students. It aims to point out the importance of collocation teaching/learning along with the downsides of literal translation and L1 interference in speech. The purpose of this research is to investigate to what extent students have acquired mastery of collocations in their spontaneous speech and what impact the overreliance on literal translation has on their language proficiency. To collect the necessary data for the study, a focus group with a sample of 20 EFL students at Mohammed Seddik Ben Yahia- Jijel University, Department of English, an assessment quiz was administered to the sample to measure their level of collocational awareness, an interview was conducted with two teachers in the Department of English Language. The research data and findings of the study revealed a remarkable deficiency in collocations use in this sample‟s EFL learners‟ speech. The students have given various responses to collocation use stimulation. Namely, avoidance is the most used lexical simplification by Algerian EFL learners due to the lack of vocabulary. In addition, word-for-word translation is a priority for them when they know the equivalent words in the target language. However, there are some common collocations that the students manage to use correctly.