The Phenomenon of Shared Interference to Develop the Collective Competence of Students in Learning English

Document Type : Research Article

Authors

1 Department of Romance-Germanic Philology, Kazan Federal University, Kazan, Russia

2 Department of Russian as a Foreign Language, Naberezhnye Chelny State Pedagogical University, Naberezhnye Chelny, Russia

Abstract

Currently, linguistics is actively developing the theory of collocation; however, some aspects of it—such as its definition, place in the language's lexical system, and standards for differentiating it from other lexicological units—remain controversial or have not received enough research. Scholars perform comparative and contrastive analysis on collocations that share a common theme or have similar "bases." In order to identify instances of allomorphism and isomorphism, this article compares collocations in English (n=559) that contain the essential components "fire," "water," "earth," and "air." The primary focus is on categorizing the different kinds of collocations' interlanguage equivalents. Collocations are translated using non-phraseological counterparts, such as free word combinations (complex or simple), one-word translation, or descriptive translation, if the results indicate that collocations have full and partial interlanguage equivalents. Practically speaking, educators who wish to help students learning a foreign language develop their collocational competence can utilize these conclusions as they provide insight into the phenomenon of collocational interference.

Keywords

Journal of Research in Applied Linguistics
Volume 14, Issue 3
Proceedings of the 3rd International Conference on Research in Applied Linguistics (ICRAL 2023), October 30, 2023, Kazan, Russia
October 2023
Pages 461-465

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