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This study investigates the incidental acquisition of L2 collocations through reading, contrasting it with intentional learning approaches. Results indicate that collocational knowledge can be learned incidentally at a rate comparable to individual word components, although the frequency of exposure did not significantly impact learning outcomes. The findings suggest a need for further exploration of incidental learning methods for collocations, as existing research primarily focuses on explicit teaching st

Author

An Phan

Language

EN