Keywords
collocational competence
corpus linguistics
academic writing
English for Academic Purposes
L1 transfer
noticing
How to Cite
Abstract
Collocational competence is now recognised as a principal threshold separating formally accurate from genuinely idiomatic academic English, yet it remains the least systematically taught component of the EFL curriculum. The article addresses the persistent collocation deficit of advanced learners by designing and theoretically validating a four-phase corpus-informed instructional framework (Notice - Explore - Formulate - Apply, NEFA) for the B2-C1 range. The study combines documentary analysis of reference corpora, academic word and collocation lists and CEFR Companion Volume descriptors with a contrastive congruence analysis of first- language-induced miscollocation.References
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