Learning new collocations: The effects of grouping and language of instruction

Ronit Breslaw; Batia Laufer

doi:10.1016/j.system.2025.103873

Learning new collocations: The effects of grouping and language of instruction

Ronit Breslaw, Batia Laufer

Department of English Language & Literature

Research output: Contribution to journal › Article › peer-review

Abstract

The study investigated the effects of two factors on learning new L2 collocations: 1) the way collocations are grouped when introduced and practiced (thematically related vs. unrelated sets), and 2) the language(s) used for instruction (L2 only vs. L1-L2 contrastive analysis). Thirty-seven Israeli English as a foreign language learners studied 20 new collocations under four conditions: Thematic/L2, Thematic/L1-L2, Unrelated/L2, Unrelated/L1-L2. Comprehension and production tests measured collocation learning. Results showed an effect for both variables, with the Unrelated/L1-L2 condition yielding the best results and Thematic/L2 the worst. The results were discussed in light of the Interference Theory in collocation clusters, L1-L2 awareness raising, and the effectiveness of form-focused instruction.

Original language	English
Article number	103873
Journal	System
Volume	136
DOIs	https://doi.org/10.1016/j.system.2025.103873
State	Published - Jan 2026

Bibliographical note

Publisher Copyright:
© 2025 The Authors.

Keywords

Contrastive analysis in collocation teaching
Form-focused collocation instruction
Incongruent L1-L2 collocations
Thematic vs. unrelated collocation grouping

ASJC Scopus subject areas

Language and Linguistics
Education
Linguistics and Language

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10.1016/j.system.2025.103873

Cite this

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title = "Learning new collocations: The effects of grouping and language of instruction",

abstract = "The study investigated the effects of two factors on learning new L2 collocations: 1) the way collocations are grouped when introduced and practiced (thematically related vs. unrelated sets), and 2) the language(s) used for instruction (L2 only vs. L1-L2 contrastive analysis). Thirty-seven Israeli English as a foreign language learners studied 20 new collocations under four conditions: Thematic/L2, Thematic/L1-L2, Unrelated/L2, Unrelated/L1-L2. Comprehension and production tests measured collocation learning. Results showed an effect for both variables, with the Unrelated/L1-L2 condition yielding the best results and Thematic/L2 the worst. The results were discussed in light of the Interference Theory in collocation clusters, L1-L2 awareness raising, and the effectiveness of form-focused instruction.",

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AU - Laufer, Batia

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Learning new collocations: The effects of grouping and language of instruction

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

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