L1 Influence on EFL Learners’ Use of English Collocations

Abstract

The purpose of this literature review was to analyze and synthesize the most recent research about the first language (L1) influence on English as a Foreign Language (EFL) learners’ use of English collocations so as to shed some light on possible pedagogical intervention or change of teaching methods in the second language (L2) acquisition. Based on the inclusion and exclusion criteria, 10 research studies of various EFL settings (Chinese-2, Korean-2, Swedish-1, Chinese and Swedish-1, Japnese-1, Hebrew-1, Thai-1, and Turkish-1) from 2008 to 2022 were included for review. For comparison purposes, data from native English speakers were included as well. After analysis and synthesis from the data extraction matrix, seven categories of studies emerged based on varied L1. The results indicated that L1 plays a significant role in the recognition and use of English collocations for EFL learners. I concluded that understanding more about EFL students’ use of English collocations and the root cause of collocational errors, in this case, L1 influence or lexical transfer, may inform pedagogical intervention, which can help learners of English avoid making the same mistakes repetitively, thus improving accuracy, fluency, and proficiency in English language use in the future.
Keywords: EFL, collocation, L1, influence