From the viewpoint of the students, this study investigates the importance of teaching English collocations in interpretation classes. The purpose of this study is to determine the difficulties students encounter and how they perceive the current teaching approaches, given the critical role collocations hold in attaining fluency and correctness in interpretation. Using a combination of quantitative and qualitative data collection techniques, a mixed-methods strategy was used. In-depth interviews with 14 participants shed more light on their experiences and difficulties, while 212 English major students were given a questionnaire to gauge their opinions of collocation usage in interpretation. The results showed that although students recognize the advantages of collocations in improving naturalness and interpretation accuracy, many find it difficult to use them because they have not had enough exposure or systematic training. Collocation lessons were not given enough attention in interpretation classes, which was another major problem. Collocation-focused exercises need to be more structured, according to participants, who also recommended including technology-assisted learning resources and contextualized practice into collocation lessons. These findings lead to recommendations for curriculum designers and teachers to use more effective techniques when teaching collocations for interpretation classes.
Nga et al. (Wed,) studied this question.
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