DOI: 10.36347/sjahss.2019.v07i03.012

Pages: 171-179

This paper compares the level of mastery of five collocational types by Anglophones and New Anglophones in the University of Maroua. The study also pinpoints the reasons behind the performance of the different informants in various collocational types and provides possible solutions to either maintain or improve the situation. The paper argues that the curricula for the teaching of ‘Anglais’ to Francophones (who some today are called New Anglophones) in the secondary and high school is more inclusive as opposed to that of the teaching of English Language to Anglophones. A written test administered to first year students of the Departments of English in the Higher Teachers’ Training College and the Faculty of Letters and Social sciences (FALSH) of the target University based on a stratified sampling technique serves as the main strategy of eliciting data. While an observation of schemes of work of ‘Anglais’ and English of the two subsystems of some Secondary and High schools also serves as complementary data gathering strategy. Error analysis proposed by corder (1967) is used as framework for this paper. Results reveal that New Anglophones score higher in the written test than Anglophones thanks to their background in collocation acquired from Secondary and High school.