Investigating Sudanese English As A Foreign Language University Students Collocational Knowledge

Abstract

This research aims to investigate Sudanese EFL learners collocational knowledge. Mainly, it seeks to find out how far Sudanese EFL learners can deal with the amount of collocation knowledge they have. The research also attempts to elicit and assess the major causes of learners' collocational problems, with a view to propose some practical solutions. The research's sample consisted of 312 students in their final B. A. year at six Sudanese universities. Only one instrument was used to collect the data, a collocation test of 42 items. The data has been statistically analysed by the SPSS programme. The conclusion was reached that there was deficiency in the subject's collocation knowledge, and remarkable significant differences in the subjects' performance in the four collocation patterns. The results can be attributed to the following reasons: 1- The subjects have been exposed to insufficient quality and quantity of English input. 2- Reliance of the subjects on lexical overgeneralization. 3- Negative interlingual transfer, as the most influential factor. 4- Synonyms, confusion of lexical expressions, and synformic similarity. On the basis of the findings, the research recommends that sufficient dosage of lexis should be incorporated into learning materials, collocation must have top priority in English course, language courses should be integrated, and finally teachers should adopt effective ways to raise their learners' awareness of collocation.