Analysis of Word Choice Errors in Saudi EFL Students’ Spoken Language

Abstract

The purpose of this research paper is to identify and analyze word choice errors committed in spoken English by Saudi EFL students at King Khalid University. It also seeks to identify the origins of the errors and to suggest relevant solutions to assist learners in developing lexical competence and reducing the occurrence of these errors. The research focuses on five different forms of word choice errors. These errors consist of errors of redundancy, literal translation, subject /verb agreement, collocation, and inappropriate usage of formal and informal words. To gather data, the study is based on conducting structured interviews with three EFL-speaking teachers. It also employs a speaking test as a data collection technique from fifteen EFL learners chosen at random, who are required to speak one by one in front of the class for 3-6 minutes. Their oral performance is recorded by mobile phones. According to data analysis, the most common error category is literal translation (33.97%), which is followed by collocation errors (24.88%) as well as subject/verb agreement (18.66%). Furthermore, there are redundancy errors with a percentage of (12.44%). The last type of error committed is inappropriate use of formal and informal language, which has a percentage of (10.04%). The study attributes these errors to a variety of causes, including the Arabic language's impact as well as ineffective teaching techniques and learning strategies. The study offers several recommendations and pedagogical implications to help EFL learners overcome and minimize word choice errors.