ANALYSIS OF LEXICAL COLLOCATION ERRORS IN ACADEMIC WRITING

Abstract

This article is devoted to the analysis of lexical collocation errors in academic writing produced by learners of English as a Foreign Language (EFL). The study aims to identify the most frequent types of collocation errors, examine their linguistic and cognitive causes, and propose effective strategies for improving learners’ lexical competence. The research is based on the analysis of students’ written works, where inappropriate word combinations often occur despite grammatically correct structures. The findings reveal that the main sources of errors include mother tongue interference, limited exposure to authentic academic input, insufficient knowledge of idiomatic competence, and vocabulary rules. The article emphasizes the importance of teaching collocations as integral lexical units and highlights the role of corpus-based learning, contextualized practice, and continuous feedback in developing academic writing skills. Enhancing phraseological  awareness contributes not only to linguistic accuracy but also to the overall quality, clarity, and professionalism of academic texts.