Drawing on corpus linguistics theory, this study adopts a mixed-methods approach, combining quantitative and qualitative analyses, to systematically investigate the collocational patterns and instructional strategies of academic English vocabulary. Through a comparative analysis of a native-speaker academic corpus and a learner corpus, the findings reveal that academic vocabulary collocations display highly conventionalized structural patterns alongside distinct semantic and phonological features. In contrast, learners tend to demonstrate generalized collocational usage, insufficient sensitivity to semantic and phonological nuances, and a bias in prepositional collocations. In response, this study develops a data-driven teaching strategy framework and evaluates its effectiveness through classroom-based teaching experiments. Results indicate that corpus-informed instruction substantially enhances learners' accuracy and authentic use of academic vocabulary collocations. These findings offer novel insights and practical approaches for academic English vocabulary pedagogy, holding significant theoretical and practical implications for the ongoing reform of academic English teaching.
C. Q. Feng (Mon,) studied this question.