On effective learning of English collocations: From perspectives of distributed practice and semantic restructuring

Knowledge of collocations facilitates second language (L2) learning by enhancing accuracy and fluency. However, acquiring L2 collocations is often challenging for learners. One factor contributing to this difficulty is incongruency between first and second languages (e.g., draw distinctions in English corresponds to do distinctions in Japanese). One possible solution is to facilitate semantic restructuring, where learners develop their understanding of L2 words' semantic possibilities. For the restructuring of semantic knowledge to occur, repeated exposure to multiple collocations containing the same node word may be necessary (e.g., draw attention, draw a conclusion). However, how to facilitate semantic restructuring through repeated exposure is still unknown. Particularly, to what extent temporal distribution (i.e., spacing) of multiple collocations affects learning is an important issue to be examined. Based on recent research on collocation learning, the present article argues that a combination of massing and spacing can promote L2 collocation learning from the viewpoint of semantic restructuring. It also discusses some practical implications for effective L2 collocation learning.