Lexical Difficulties in University English Learning: Collocations, Word Forms, and the Receptive–Productive Gap

Abstract

Lexical competence is a central component of communicative ability in a second language, yet learners may know a word's dictionary meaning without knowing how to use it accurately, idiomatically, and appropriately in context. This article examines major lexical difficulties described among university students learning English, focusing on precise word retrieval, collocations, first-language (L1) transfer, synonym differentiation, word forms, productive vocabulary use, and stylistic appropriateness. The article draws on theoretical literature on vocabulary knowledge and Error Analysis and discusses source-reported questionnaire responses from 65 participants, alongside illustrative learner errors such as “do a decision,” “I am interesting in history,” and “borrow me your pen.” These examples suggest possible difficulties with conventional word combinations, adjective forms, and semantic distinctions between related verbs. The discussion also considers the difference between receptive and productive vocabulary and the value of teaching lexical items in meaningful contexts. The article follows a descriptive, exploratory approach because the available source material does not provide complete participant demographics, sampling procedures, coding-reliability evidence, or inferential statistical analyses. The reported counts are therefore treated as source-reported figures rather than independently verified estimates. The article argues that contextualized vocabulary learning, explicit collocation instruction, spaced retrieval, and sustained opportunities for productive use may help strengthen lexical competence. It concludes with practical recommendations for university-level English teaching and identifies methodological information that should be clarified before publication.