Collocations, a crucial component of language competence, remain a challenge for L2 learners across all proficiency levels. While the data-driven learning (DDL) approach has shown great potential for collocation learning from a shorter-term perspective, this study investigates its effectiveness in the long term, examining both linguistic gains and…

Collocational knowledge is central to communicative competence, but many second language (L2) learners struggle to acquire this aspect. To address this limitation, the present study investigated if textual enhancement and frequency manipulation would affect incidental learning of collocations from reading. Fifty-four first language (L1) Cantonese…

Background/purpose: This study examined Vietnamese English majors' competence and perception of academic collocations to determine the need for targeted instruction. The research aimed to identify specific challenges these learners face in learning and using academic collocations in their writing. Methods: The study involved 199 Vietnamese English…

The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students' English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections…

The purpose of this study is two-fold: 1) to investigate the effects of Data-Driven Learning (DDL) framed within the Involvement Load Hypothesis (ILH) on Thai learners' use of academic collocations and 2) to examine how Thai learners utilized the involvement load (IL) components (need, search, and evaluation) to master academic collocations. It is…

This study examined the extent to which textual enhancement and task manipulation affect the learners' attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2)…

There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred…

Emergentist, usage-based L2 research has witnessed that emphasizing formulaic sequences as entry points in meaning-based instructional contexts contributes to the development of linguistic comprehension and production. Related studies have thus far striven to find the most effective methods of highlighting these word strings. This study explored…

This study was to assess the spoken vocabulary knowledge and its role in incidental vocabulary learning from captioned television. The participants were a total of 87 minority students learning English as a foreign language in Australia. The breadth of their vocabulary knowledge was measured with a vocabulary size test, while the depth of their…

Pragmatic formulas have been recognized as linguistic building blocks necessary for successful speech act performance. Current approaches to speech act teaching overlook pragmatic formulas, promoting an incomplete view of pragmatics instruction. This paper reports on the results of a classroom-based study in which a formula-enhanced treatment…

A growing number of studies have probed the effectiveness of certain exercise formats in the learning of multi-word expressions (MWEs) in classroom settings. However, a number of important variables, such as MWE retention over an extended period of time and the role of repetition, have so far not been considered. Furthermore, studies have focused…

Over the past two decades, the Involvement Load Hypothesis (ILH) has become a popular buzzword in the field of Second Language Acquisition (SLA). Although applications of the ILH can improve students' learning of productive vocabulary, this effect appears to be transitory. Students' learning of productive vocabulary often fades over time, as shown…

Despite the growing body of studies on collocation learning in SLA research, there are hardly any studies taking the perspective of the individual learner or studies that have examined the effect of individual differences. This study--a qualitative component of a mixed-methods longitudinal project--presents an in-depth exploration of the intro-…

Phrasal verbs are used very regularly in the English language, and native English speakers are found to use phrasal verbs on a daily basis and cannot do without the use of phrasal verbs in everyday communicative situations. However, phrasal verbs in English language teaching as a second/foreign language is almost non-existent. That is, English as…

The study explored the correlation between teaching lexical bundles and improving writing skills in English composition courses. The study addressed two research questions. First, to what extent can the explicit teaching of lexical bundles facilitate greater comprehension and retention of the elements of the bundles? Second, the study investigated…