Abstract
AbstractDespite the widely used word lists in English as a second or foreign language learning, few attempts have been made to create an academic spoken collocation list, which holds significant potential for enhancing learners' aural and oral abilities in academic communication. This study created a list of the most frequently used and pedagogically relevant collocations in academic spoken English that involved corpus‐driven extraction of collocations and expert rating of the appropriateness and relevance of collocations for pedagogical purposes. The mixed‐methods approach produced the Academic Spoken Collocation List (ASCL), comprising 417 entries, which exhibits a higher text coverage of an academic spoken English corpus compared to an academic written corpus. The ASCL has a number of implications for the teaching and learning of English for academic purposes.
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