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Article published In: ITL - International Journal of Applied Linguistics
Vol. 166:1 (2015) ► pp.94–126

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How much collocation knowledge do L2 learners have?

The effects of frequency and amount of exposure

 | University of Nottingham
Published online: 8 June 2015
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https://doi.org/10.1075/itl.166.1.03fer
Many scholars believe that collocations are difficult to learn and use by L2 learners. However, some research suggests that learners often know more collocations than commonly thought. This study tested 108 Spanish learners of English to measure their productive knowledge of 50 collocations, which varied according to corpus frequency, t-score, and MI score. The participants produced a mean score of 56.6% correct, suggesting that our learners knew a substantial number of collocations. Knowledge of the collocations correlated moderately with corpus frequency (.45), but also with everyday engagement with English outside the classroom, in activities like reading, watching movies/TV, and social networking (composite correlation = .56). Everyday engagement also had a stronger relationship with collocation knowledge than years of English study (.45).
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2019. Quantity of target language contact in study abroad and knowledge of multiword expressions. Study Abroad Research in Second Language Acquisition and International Education 4:2 ► pp. 145 ff. DOI logo
McEnery, Tony, Vaclav Brezina, Dana Gablasova & Jayanti Banerjee
2019. Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use. Annual Review of Applied Linguistics 39 ► pp. 74 ff. DOI logo
Omidian, Taha, Maryam Akbary & Hesamoddin Shahriari
2019. Exploring factors contributing to the receptive and productive knowledge of phrasal verbs in the EFL context. <i>WORD</i> 65:1 ► pp. 1 ff. DOI logo
Pellicer-Sánchez, Ana
2019. Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012). Language Teaching 52:4 ► pp. 512 ff. DOI logo
Peters, Elke, Ann‐Sophie Noreillie, Kris Heylen, Bram Bulté & Piet Desmet
2019. The Impact of Instruction and Out‐of‐School Exposure to Foreign Language Input on Learners’ Vocabulary Knowledge in Two Languages. Language Learning 69:3 ► pp. 747 ff. DOI logo
Puimège, Eva & Elke Peters
2019. Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner‐Related and Word‐Related Variables. Language Learning 69:4 ► pp. 943 ff. DOI logo
Puimège, Eva & Elke Peters
2019. Learning L2 vocabulary from audiovisual input: an exploratory study into incidental learning of single words and formulaic sequences. The Language Learning Journal 47:4 ► pp. 424 ff. DOI logo
Puimège, Eva & Elke Peters
2020. LEARNING FORMULAIC SEQUENCES THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING. Studies in Second Language Acquisition 42:3 ► pp. 525 ff. DOI logo
Schmitt, Norbert
2019. Understanding vocabulary acquisition, instruction, and assessment: A research agenda. Language Teaching 52:02 ► pp. 261 ff. DOI logo
Supasiraprapa, Sarut
2019. Frequency effects on first and second language compositional phrase comprehension and production. Applied Psycholinguistics 40:4 ► pp. 987 ff. DOI logo
Alharthi, Thamer
2018. Minding the Gap in Vocabulary Knowledge: Incidental Focus on Collocation Through Reading. SSRN Electronic Journal DOI logo
Forsberg Lundell, Fanny, Christina Lindqvist & Amanda Edmonds
2018. Productive Collocation Knowledge at Advanced CEFR Levels: Evidence from the Development of a Test for Advanced L2 French. The Canadian Modern Language Review 74:4 ► pp. 627 ff. DOI logo
García Salido, Marcos & Marcos Garcia
2018. Comparing learners’ and native speakers’ use of collocations in written Spanish. International Review of Applied Linguistics in Language Teaching 56:4 ► pp. 401 ff. DOI logo
Peters, Elke
2018. The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. ITL - International Journal of Applied Linguistics 169:1 ► pp. 142 ff. DOI logo
Peters, Elke
2020. The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. In Approaches to Learning, Testing and Researching L2 Vocabulary [Benjamins Current Topics, 109], ► pp. 143 ff. DOI logo
Teng, Feng
2018. Incidental vocabulary acquisition from reading-only and reading-while-listening: a multi-dimensional approach. Innovation in Language Learning and Teaching 12:3 ► pp. 274 ff. DOI logo
Teng, Feng
2019. The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading. The Language Learning Journal 47:2 ► pp. 145 ff. DOI logo
Wolter, Brent & Junko Yamashita
2018. WORD FREQUENCY, COLLOCATIONAL FREQUENCY, L1 CONGRUENCY, AND PROFICIENCY IN L2 COLLOCATIONAL PROCESSING. Studies in Second Language Acquisition 40:2 ► pp. 395 ff. DOI logo
Gablasova, Dana, Vaclav Brezina & Tony McEnery
2017. Collocations in Corpus‐Based Language Learning Research: Identifying, Comparing, and Interpreting the Evidence. Language Learning 67:S1 ► pp. 155 ff. DOI logo
Macis, Marijana & Norbert Schmitt
2017. Not just ‘small potatoes’: Knowledge of the idiomatic meanings of collocations. Language Teaching Research 21:3 ► pp. 321 ff. DOI logo
Garnier, Mélodie & Norbert Schmitt
2016. Picking up polysemous phrasal verbs: How many do learners know and what facilitates this knowledge?. System 59 ► pp. 29 ff. DOI logo
[no author supplied]
2022. Research Methods in Vocabulary Studies [Research Methods in Applied Linguistics, 2], DOI logo

This list is based on CrossRef data as of 12 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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