Abstract
The current study examined the effectiveness of three types of awareness raising techniques on learning of a number of English collocations by Persian EFL learners. These techniques viz. textual enhancement, input enrichment, and form comparison required learners to pay different levels of attention to collocations in the input. The results indicated that while form comparison and textual enhancement led to the acquisition of collocations, input enrichment didn’t. The findings also revealed that paying attention to collocations in the input have some unfavorable effects on processing content. The findings and their implications for teaching collocations are discussed in the study.
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