The intrinsic feature of collocation, analyzable or integrated, has become controversial in recent years and resulted in diverse teaching approaches on collocations. This paper aimed to verify the constitutive property of collocations and proper teaching approach to second language learners. This design compared the effect of the cognitive semantic approach with that of form-focused instruction. The former taught collocations as predictable, while the other regarded them as integral units. Sixteen lexical collocations with cross-linguistic incongruence were selected and the node word in each collocation functioned with extended meaning rather than prototypical meaning. The results verified the analyzable inherence of collocation as well as the predominant effect of cognitive semantic approach.
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Chunpeng Cai (2024) studied this question.
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