Abstract
This study examines the effect of concept‐based instruction (CBI) on teaching English congruent and incongruent verb‐noun collocations for college students at two proficiency levels. Fifty‐eight Chinese learners of English acquired five target verbs (make, do, take, get, and have) and related 14 congruent and incongruent collocations through CBI materials. Participants' collocational knowledge was assessed by two types of form recall tests. Statistical results of the pretests, immediate posttests, and one‐week delayed posttests showed positive effects of CBI on the two groups' acquisition and retention of congruent and incongruent collocations. However, the findings indicated that the accuracy of incongruent collocations appeared to fall behind that of congruent collocations. This study concludes with pedagogical implications for teaching congruent and incongruent verb‐noun collocations through CBI.
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