Word Choice Errors in the Spoken English of Chinese EFL Learners
Abstract
This study examines word choice errors in the spoken English of Chinese university students. It aims to identify common error types and understand their causes. The research uses a qualitative approach. Data collection involved thirty-five Chinese EFL learners. Researchers recorded the learners' speaking tasks. They then conducted stimulated recall interviews. These interviews helped reveal the participants' thought processes.The team transcribed and analyzed the spoken data. They classified errors using a specific framework. This framework considered whether errors were overt or covert. It also examined potential influence from the students' first language, Chinese. The findings show that L1 Chinese interference was a major cause of various lexical errors.This study offers practical suggestions. English vocabulary teaching should include more contextualized practice. It should also use more chunk-based learning. Raising students' awareness of differences between Chinese and English is also important. These steps can help reduce negative transfer. They can also improve lexical accuracy and idiomaticity.
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