Abstract

This study aimed to seek an in-depth understanding about English collocation learning and the development of learner autonomy through investigating a group of English as a Second Language (ESL) learners’ perspectives and practices in their learning of English collocations using an AWARE approach. A group of 20 PRC students learning English in Singapore were engaged in a qualitative collective case study. Findings from the study revealed major patterns of difference between the collocation learning perspectives and practices of students who made significant learning attainment in English language proficiency and those who made marginal attainment. Interpretation of the data, through an inductive development of theory, led to a description and explanation of the learners’ processes of learning English language collocations in four main areas. A collocation learning trajectory was discovered. A group of more successful learners were found to travel along this path at a faster rate than the less successful learners. Based on the findings from the study, and discussion of pedagogical implications, a differentiated teaching model is proposed for pedagogical attention and practices in three main areas. Recommendations for future research and pedagogical development are made.