Lexical Collocations in the Literary Text Analysis Skills Course for Speakers of Other Languages: An Analytical Study 10.35781/1637-000-166-005

Abstract

Abstract:

This study aimed to identify the lexical collocations found in the Literary Text Analysis Skills course prescribed for fourth-level (advanced) students at the Institute of Teaching Arabic to Speakers of Other Languages at the Islamic University, analyze their structural and semantic aspects, and demonstrate their educational value in developing learners’ linguistic competence.

The study adopted the descriptive-analytical approach through examining the content of the textbook, extracting the lexical collocations contained in it, and classifying and analyzing them according to their structural patterns and semantic fields, while benefiting from modern linguistic studies and research related to teaching Arabic to speakers of other languages.

The study reached several findings, most notably: the abundance of lexical collocations carrying educational and cultural value as well as religious and emotional dimensions in the prescribed literary texts; the diversity of collocational structural patterns, including genitive constructions, descriptive constructions, coordination, contextual expressions, and idiomatic expressions; and the need to give greater attention to lexical collocations through their systematic inclusion in linguistic activities and exercises.

The study recommended benefiting from lexical collocations in designing educational curricula, preparing pedagogical dictionaries, and developing language exercises that help learners employ common Arabic expressions accurately across different language skills.

Keywords: lexical collocations, teaching Arabic to speakers of other languages, literary texts, semantic analysis, linguistic competence