The study investigated L2 learners' acquisition of verb-noun and adjectivenoun collocations following two kinds of instruction: input flood only and input flood plus input enhancement (in the form of underlining). L1 Polish learners of English as a foreign language were exposed to infrequent collocations embedded in stories that were read during three consecutive weeks. Their collocational competence was subsequently assessed in a battery of delayed tests tapping into productive and receptive levels of collocational mastery. Input flood plus input enhancement resulted in the acquisition of collocations but only at the level of form recall and form recognition. The findings are discussed with reference to the complexity of acquiring and measuring L2 collocational knowledge. The article concludes with implications for instructed second language acquisition.

We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field. Open Practices This article has been awarded Open Data, Open Materials, and Preregistered Research Design badges. The following information is publicly accessible via the Open Science Framework: registered materials and protocol (https://osf.io/tvuer), registered data entry template (https://osf.io/d5s2t), open data (https://osf.io/vwytd), and open analysis (https://osf.io/nz3su). Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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The aim of this article is to present and summarize the main research findings in the area of learning and teaching second language (L2) collocations. Being a large part of naturally occurring language, collocations and other types of multiword units (e.g., idioms, phrasal verbs, lexical bundles) have been identified as important aspects of L2 proficiency that need to be promoted through language instruction. However, while in recent years the field of applied linguistics has witnessed an impressive rise in the number of studies exploring the process of learning and using L2 collocations, there is still little consensus as to the most effective ways of enhancing this kind of knowledge. The aim of this article is to review the literature in this area, highlight the main findings pertaining to teaching English as a second (ESL) and foreign (EFL) learners, and point to future research directions. L'objectif de cet article est de présenter et résumer les résultats principaux de recherche dans le domaine de l'apprentissage et l'enseignement des expressions figées en L2. Constituant une partie importante d'une langue naturelle, les expressions figées et d'autres types d'unités composées (p. ex. expressions idiomatiques, verbes à particule) sont des aspects importants de la compétence en L2 que l'enseignement de la langue doit promouvoir. Toutefois, si le nombre d'études portant sur l'apprentissage et l'emploi des expressions figées en L2 a augmenté de façon importante dans le domaine de la linguistique appliquée récemment, un faible consensus existe quant aux moyens qui sont les plus efficaces pour favoriser ces connaissances. L'objectif de cet article est d'examiner la littérature de ce domaine, souligner les résultats principaux relatifs à l'enseignement de l'anglais langue seconde et l'anglais langue étrangère, et indiquer des pistes de recherches futures.