الفهرس 
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Abstract
Language is generally used to transfer and translate the culture of the community. It is the main vehicle for thought and communication. Therefore, one of the main objectives of teaching and learning a foreign language is to enable learners to use it in different situations to share thoughts and information. Nowadays, EFL plays a significant role in the daily life of all society members.
Learning English involves the manipulation of four main skills including listening, speaking, reading, and writing which leads to effective communication among humans. Writing is one of the four fundamental language skills. It occupies an important position in English language teaching. It also plays an essential role in enhancing students’ comprehensive language competence and increasing their overall cultural awareness. The ability to write using a foreign language is widely required as a crucial skill for educational, occupational and personal purposes.
Recently, writing is receiving great interest for its vital and significant role in foreign language teaching and learning. Writing in English is useful in two aspects: first, it motivates students’ thinking, helps them organize ideas, and develops their ability to summarize, analyze, and criticize. Second, it enhances students’ learning, understanding, and reflection on the English language (Rao, 2007). mastery of writing skill is essential for EFL students since it allows them to express their feeling, thoughts, and knowledge efficiently. It also assists them in developing their confidence (Knoch et al., 2016; Jani & Mellinger, 2015). Furthermore, writing skills are essential to academic success and a requirement for many occupations and careers.
The purpose of learning a word is to put it to its actual use. It is far from being able to know just the meaning of a word. With the expansion of the amount of vocabulary, many problems arise concerning the proper use of a word in context. Milton (2009) assured that” words are the building blocks of language and without them, there is no language”(p.3). Lewis (2002) added that” more meaning is carried by lexis than grammatical structure. Of all error types, learners consider vocabulary errors the most serious ones. This is because vocabulary errors lead to misunderstanding and hindering communication. This is because grammatical errors generally resulted in structures that are understood, whereas lexical errors may interfere with communication.
Students of English are more concerned about how to expand their vocabulary to increase the number of words they can remember. They pay no attention to or ignore the depth of their understanding of the word. How to deepen the understanding of the word is a problem facing them. Collocation is one of the most important aspects of knowing a word. That is to say, to deepen the understanding of a word, students of English must know its collocation. Namvar ( 2012) defined collocations as” some words often occur next to each other and it can be predicted that when one word is found the other should come along. ” For example (do a favor-make a mistake- do a mess-make friends-commit a crime).
According to Lewis (2002), EFL learners form longer sentences since they lack knowledge of collocations that convey accurately what they want to say or write. For example the student may form a sentence like, ”I have already decided what I should do” instead of” I have made a decision”.
Sometimes the students’ writings are affected by their mother tongue and their colloquial language. Students write such sentences which are, if grammatically correct, still odd and wrong. For example, a student may write: (We went to Alex to ”change the weather”). Students can instead, use a collocation such as (to have fun).
Another example, When a student writes a sentence like “flu infection spreads by peace with hand’’ the student means here the flu infection is caused by greetings with shake hands. The word “greetings” in Arabic is the same word for peace (peace in English means no war) so the student just used it. In that sentence, the student should use the collocation (shake hands). As we can see, the students who wrote the above Arabic .