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

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.