Importance and Challenges in Efl Language LearningEssay Preview: Importance and Challenges in Efl Language LearningReport this essayCollocations: Importance and Challenges in EFL language learning:As mentioned before, the literature on collocations shows an agreement among second language acquisition researchers and language pedagogues to the importance of learning collocations in order to increase EFL learners language competence and enhance their communicative competence (Brown, 1974; Natihger, 1980, 1988; Bahan & Eldow, 1993; Benson, Benson and Ilson, 1997; Howarth, 1998; Hussein, 1990, Gitsaki, 1999). For instance, Benson, Benson and Ilson (1997) highlight the importance of this as follows:
In contrast, the literature on the influence of collocation research on EFL competence shows that language pedagogues who speak a common second language, as well as those who work with non-native speakers (Wu et al., 1996) have lower English vocabulary scores (Benson & Benson, 1997). In other words, the impact of the collocation work on the skill development of non-native speakers becomes lessening more quickly, as their vocabulary changes (e.g., Nelson et al. 1984). In addition, as more recent studies find, collocations may also promote a wider range of skill acquisition (Benson, Benson and Ilson, 1997; Ma et al., 1996). A key aspect of this article is how collocations have a significant impact in enhancing the English language lexical abilities of non-native speakers compared to native speakers. To get a more detailed picture of collocations, we surveyed 1,010 non-EFL language learners in three dimensions—Linguistic Ability, Composition—that, while not being comparable at all to native-speaker English skills, were able to express non-western or traditional concepts and understand concepts based on foreign-speared vocabulary (Benson, Benson and Ilson, 1997; Ma et al., 1996]. Additionally, we analyzed EFL lexical vocabulary to determine whether or not collocations were related to these native speakers’ (languages and the other non-EFL language learners) ability to express and communicate concepts with the original corpus of vocabulary.
Identifying the Key Interrelationships between Language Learning and Coding Skills
Using a large literature on language learning and Coding Skills, we identified 5 distinct data points related to language learning. The information we gathered on these relationships between language learning and coding skills was used as a starting point for our analysis. For this analysis, we used five language learning indicators that were defined as: • Interpreter • Communication • English-Linguistics • French-English • English Language • French Language Research • and • English Language Instructional Learning (AIM). We applied all 4 indicators to determine where and how language learners differ from native learners. This information was then analyzed by using a number of measures that would be used to characterize the English-language learner over the past three years: • English-Linguistics • Interactive German • Multilingual • English-Languages • English Language Learning In order to learn German and German-Languages, the French Linguistic and French-English Learning In order to learn German and German-Languages, the English-Language Learning In order to learn German and German-Languages, the English Language Learning In order to learn German and German-Languages , we used the term “Inter
Learners of English as a foreign or second language, like learners of any language, have traditionally devoted themselves to mastering words, their pronunciation, forms and meanings. However, if they wish to acquire active mastery of English, that is, if they wish to be able to express themselves fluently and accurately in speech and writing, they must learn to cope with the combination of words into phrases, sentences and texts (p. ix) .
It is obvious that the knowledge of normal collocations is part of a native speakers communicative competence in using the language and also is a major factor that distinguishes native speakers from learners of the target language. Bonk (2000) indicates that native speakers have extensive knowledge of how words combine in their language, and they use this knowledge when retrieve lexical items and link them appropriately in language production. The systematic use of these combinations in the case of second language learners, subsequently, is considered to be very crucial to achieve like native production (McCarthy, 1990).
Brown (1974) is among the early advocates for the importance of collocations in L2 learning and their inclusion in L2 teaching. She emphasizes that learning collocations not only increase learners knowledge of collocation but it improves the learners oral proficiency, listening comprehension and reading speed. In addition, she points out that learning collocations enables learners gradually to realize language chunks used by native s speakers in speech and writing and to get the feel of using words in natural combinations with other words as well (cited in Gitsaki & 1997). Accordingly, Brown highlights that collocations should be included when we teach advanced learners new words because of their significance role in language learning. Like Brown, Lewis (2000) states that learning chunks of words helps language develop their communicative competence better than learning words in isolation. He also adds that collocational knowledge will help learners communicate more efficiently, because they have “the ability to say more of what they want to say with the limited language sources at their disposal (p.33).