Lemoudaa, ManelRekkab, FerielBouri, Hadj2021-11-082021-11-082021http://hdl.handle.net/123456789/11646The need of emphasizing collocations has received much interest in the field of EFL teaching learning processes. Several studies have been undertaken to evaluate the use of different types of collocation by native speakers and non-native speakers. Therefore, the current study has three main aims. First, it explores the frequency of collocations used across master literature dissertations abstract section. Second, it investigates what types of collocations used in these dissertations. Third, it examines what grammatical forms are mostly used. To fulfill the purpose of this study, 143 master literature dissertations were randomly selected from five different universities and studied as part of descriptive analytical technique. The randomly selected corpus is analyzed using statistical method including Log-Likelihood (LL). the results, obtained from the qualitative analysis of the corpus, show that EFL learners use of collocations was limited in terms of frequency. Besides that, they used some lexical collocations repeatedly which are (N+N) and (N+Adj) and ignored others. With reference to the constraints that prevented this work from being more extended, a variety of pedagogical implications are presented to teachers, students, and syllabus designers based on these findings.enLiteratureCollocationOther