ABSTRACT
This chapter presents a comparative methodological review of data-driven learning (DDL) and Instructed Second Language Acquisition (ISLA) studies that explored the effectiveness of teaching L2 collocations. It begins with a discussion of the existing disconnect and missed opportunities for synergy between the two research fields. Next, it surveys evidence of the prominent role of collocations as the object of study in both fields. The rest of the chapter reports on the methodological synthesis study design and results, including a manual analysis and an automated analysis that treats selected research articles from both domains as subcorpora. The chapter concludes with a summary of the results and a call for future cross-pollination of DDL and ISLA research.
