Incidental Learning of Collocations Under Different Input Modes and the Mediating Role of Perceptual Learning Style.

This study examined the effects of input modes—reading versus listening—and learners' perceptual learning styles (visual vs. auditory) on the incidental acquisition of collocations among Chinese college English as a foreign language (EFL) learners. Results showed that both reading and listening inputs significantly improved collocational knowledge compared to no input, with listening proving more effective overall. Additionally, learners whose input mode matched their perceptual learning style (visual learners with reading, auditory learners with listening) demonstrated greater gains, particularly auditory learners under listening conditions who achieved the highest learning rates. These findings highlight the importance of considering both input modality and individual perceptual preferences in designing effective L2 vocabulary instruction, especially for multiword units like collocations.