Error Analysis On Lexical Collocations In EFL Learner Writing

For foreign language learners, collocation is an indispensable part in language learning process, as collocation makes up nearly seventy percent of everyday language (Hill,2000:35). However, collocation is also the most problematic issue for foreign language learners, as collocation errors account for a high proportion in foreign language learners' errors in their written productions. Recently, scholars in China have focused either on the study of one particular type of collocation behavior or on correlation study of collocation errors with other error types. Yet, few scholars concern about the comprehensive study of subtypes of collocation errors and error distribution, which is also of great significance for language teaching and learning. As a result, it's necessary for the researcher to carry out present study. It is hoped that the research will shed some lights on foreign language teaching and learning. By having a comprehensive understanding of learners' error distribution, teachers will adjust their teaching plans to help learners go through their intermediate plateau. For learners, with a clear idea about reasons for those errors in mind, they will avoid similar errors consciously in their future writing.The present study is conducted to reveal distribution features, characteristics and possible causes in lexical collocation errors. All together 160 written examination compositions are collected from four different grades of English majors of Chang'an University. By integrating relevant lexical collocation classification theories with lexical collocation errors in EFL learners' written productions, the researcher classifies errors in lexical collocations into following six subcategories:errors in n + n combinations, errors in n + v combinations, errors in v + n combinations, errors in adj.+ n combinations, errors in v + adv. combinations and errors in adv.+ adj. combinations. Through unremitting efforts on analyzing language data, the researcher finds 279 cases of lexical collocation errors. The data show that errors is unevenly distributed in six subtypes of lexical collocation errors, error in v + n combinations is the most frequently occurred errors, while errors in adv.+ adj. combinations occur the least frequently. Errors in adj.+ n combinations rank second, errors in n + v combinations rank third. Following them are errors in v + adv. combinations and errors in n + n combinations. In addition, error distribution varies with learners' language proficiencies. Learners at intermediate language proficiency (sophomores and juniors) commit more errors on lexical collocations than learners at advanced (seniors) and primary language proficiencies (freshmen). Through scrutinizing language data, the researcher finds out common error sources for these error types:mother tongue transfer, misuse of synonyms, violation of semantic restriction, and lack of vocabulary learning strategy.Based on above research findings, the researcher puts forward three suggestions. To begin with, it is recommended that teachers should attach great emphasis to the teaching of v + n collocations and adj.+ n collocations. Next, it is recommended that teachers should explain word meaning in target language and teach collocations explicitly to reduce the negative influence of mother tongue. In addition, learners should make full use of native corpora and collocation dictionaries in their learning process. Lastly, teachers should design more collocative exercises to raise learners' awareness and sensitivity to collocations.