ABSTRACT
A thorough understanding of the vocabulary learning process and of the conditions that favor that process is necessary for making well-informed, pedagogical recommendations. Although vocabulary learning research has traditionally focused on the learning of single words, in the last decade the field has experienced an unprecedented increase in the number of studies examining the learning of lexical items beyond the single word. This surge in formulaic language research has led to a more visible presence of multiword units in teaching practices. However, it remains unclear whether single words and multiword items are learned under similar conditions and whether the same type and amount of exposure results in comparable learning gains. Thus, the aim of this chapter is to contribute to a clearer understanding of the conditions that facilitate the learning of single words and multiword items. The discussion is framed around three themes that are crucial in establishing the learning conditions for successful vocabulary intake: the relative effectiveness of different learning approaches; the effect of repeated encounters; and the level of noticing and attention on the learnability of single words and multiword items.
