Investigating the Impact of the Mother Tongue on the EFL Students’ Perception and Generation of Collocations:

Abstract

The overarching objective of this study is to investigate and assess the influence of Arabic as the mother tongue (MT) on Arabic-speaking students' comprehension and generation of collocations in English as a Foreign Language (EFL). Additionally, it aims to provide an overview of the current status of Arabic and English languages in the modern world. To achieve these objectives, the researchers surveyed 50 first-year English students and 3 tenured teachers at Tiaret University. Data was collected using two research instruments: a corpus analysis of first-year English student writings and teacher interviews. The study and interpretation of the data revealed that the students' Arabic mother tongue heavily influences their perception and generation of English collocations. This influence was observed across several linguistic aspects, including syntax, lexis, and word order. The findings suggest that the differences between the Arabic and English language systems pose significant challenges for Arabic-speaking EFL learners in acquiring and producing appropriate English collocations. The study provides valuable insights into the role of MT influence in EFL learning, particularly in the context of Arabic-speaking students. The results can inform the development of targeted pedagogical approaches and materials to help Arabic-speaking EFL learners overcome the challenges associated with English collocation acquisition. Further research is recommended to explore the extent and nuances of MT influence on other linguistic features in EFL learning.