ABSTRACT
This chapter presents an overview of researching second language (L2) collocation use and establishes a theoretical framework. It describes the rationale underpinning the present study by comparing the different models of learning collocations between native language (L1) speakers and L2 learners. Based on the distinction between these two groups of learners, the chapter shows potential difficulties that L2 learners, especially translators, may be confronted with when producing L2 collocations. It distinguishes translators from L2 learners and specifies the assessment of senior translator competence in China, indicating that translators’ difficulties in handling L2 collocations may result in producing translation universals, which essentially distinguish translational language from native-speaker language. The chapter establishes a number of criteria to clarify the notion of collocation and maps a theoretical framework for analysing the interactions among collocation, translation units, translation universals and translators’ potential knowledge in language operations.
