Teaching English Collocations to Develop Saudi University Learners' Competence in Translation

Students at Saudi Arabian EFL universities struggle with natural translation of collocations because of interlingual interference despite requiring accurate translation competence. The research evaluates the effectiveness of direct collocation teaching methods on Saudi university students' translation abilities. The research used a quasi-experimental approach which divided 40 participants into two groups as control and experimental groups. The participants in the experimental group received direct training for collocations yet the control group received standard educational instruction. The analysis of translation accuracy through pre-test and post-test assessments used paired and independent t-tests. Statistical analysis indicated that experimental group participants demonstrated a noteworthy enhancement in their collocation ability from 12.43 to 20.09 with t = 6.355 and p < 0.05. Experimental subjects showed the most significant improvement by using adjective + noun pairs (79%) but their performance in fill-the-blank exercises demonstrated only minor advancement (79% from 53%). The finding reveals that organized collocation direction, via bilingual dictionaries and translation exercises improve students' translation skills. Educational institutions must use collocation-focused language teaching as part of their EFL curriculum because this strategy helps students create natural fluent language. In future digital tools and corpus-based methodologies should be used to enhance productive collocation use.يستطيع طلاب اللغة الإنجليزية السعوديون تحسين قدراتهم في الترجمة واللغة من خلال دراسة المترادفات اللغوية فالترجمة عملية معرفية ولغويةمعقدة لتحويل المعنى من اللغة المصدر الى اللغة الهدف ولك يكون صعبا أحيانا لأسباب تتعلق بالثقافة في اللغتين المصدر والهدف.تهدف الدراسة لتحليل عملية الترجمة بين اللغتين العربية والانجليزية للمساهمة في تدريس اللغة الإنجليزية والترجمة.