A longitudinal study into learners’ productive collocation knowledge in L2 German and factors affecting the learning

Abstract This longitudinal study explored the roles of item- and learner-related variables in L2 learners’ development productive collocation knowledge (L1 = Dutch; German; N Learners 50). Learners’ form recall 35 target collocations was measured three times over a 3-year period. The item-related investigated were L1-L2 congruency, corpus frequency, association strength, imageability. We also prior vocabulary immersion. Mixed-effects regression modeling indicated significant effect time, on learning. While congruent remained relatively stable after year one, incongruent increased significantly. clearly associated with growth knowledge, but besides overall there instances attrition.