Introduction

Vocabulary acquisition is a fundamental aspect of second language learning, and within this domain, collocational competence has been widely recognized as a significant indicator of fluency and accuracy. Collocations refer to natural combinations of words that frequently occur together, such as “make a decision” or “raise awareness.” For students of higher education institutions, mastery of collocations is particularly important, as their academic and professional success often depends on their ability to communicate ideas clearly, idiomatically, and contextually appropriately. When learners lack collocational awareness, their speech and writing tend to sound unnatural, often influenced by literal translation from the mother tongue, which leads to misunderstandings and reduced communicative effectiveness.

Traditional approaches to teaching collocations have largely relied on lists, dictionary work, and repetitive drills. While these methods provide some exposure to collocational patterns, they often fail to reflect the authentic contexts in which collocations are used. As a result, students may memorize lexical combinations without fully understanding their pragmatic or stylistic significance. This disconnects between memorization and application frequently results in superficial learning outcomes, where learners struggle to transfer their knowledge of collocations into real communication.

In recent decades, advances in digital technologies have introduced new opportunities for language teaching. The integration of multimedia resources, particularly video, has transformed the way vocabulary instruction can be approached. Video materials – ranging from films and documentaries to news reports, interviews, and TED Talks – offer rich contexts in which collocations naturally occur. Unlike static texts, videos provide multimodal input, combining auditory, visual, and sometimes written cues that reinforce learning. According to Mayer’s (2005) theory of multimedia learning, information presented through multiple channels is processed more effectively, leading to deeper retention and understanding.

For university students, video content holds particular advantages. It not only demonstrates how collocations function in authentic discourse but also provides learners with exposure to prosody, intonation, and non-verbal cues such as facial expressions and gestures. These multimodal features enhance learners’ ability to grasp the pragmatic aspects of collocations, which are often overlooked in traditional classroom instruction. Moreover, videos offer cultural insights, allowing students to see how collocational usage varies across registers, genres, and communicative situations.

Another important aspect of video-based instruction is learner motivation. Students in higher education often expect engaging, relevant, and technologically supported learning experiences. Video materials naturally capture learners’ attention, increase their willingness to participate in tasks, and promote autonomous learning. By integrating video into collocation instruction, educators can bridge the gap between theoretical knowledge and practical application, transforming vocabulary learning into an interactive and communicative process.

Literature review

The importance of collocational competence in second language acquisition has been emphasized in linguistic research           for decades. Firth (1957) was among the first            to argue that “a word is known by the company it keeps,” highlighting the centrality of collocation in language use. Later, Sinclair (1991) and Lewis (1993) reinforced this perspective, noting that collocations are building blocks of fluency and are essential for producing language that is both accurate and idiomatic. Nation (2001) similarly emphasized that collocational knowledge is a crucial component of vocabulary acquisition, alongside aspects such as form, meaning, and use.

Despite the recognition of collocational competence as critical, numerous studies             have demonstrated that learners often struggle with collocational usage even at advanced levels (Nesselhauf, 2005). These difficulties are partly due to negative transfer from the        mother tongue, where students attempt to construct word combinations based on literal translations. Benson, Benson, and Ilson (1997) provided a taxonomy of collocations, distinguishing between lexical collocations (e.g., “pay attention”) and grammatical collocations (e.g., “interested in”), both of which present challenges for learners in higher education.

Traditional methods of teaching collocations have focused on rote memorization, dictionary use, and gap-fill exercises. While these approaches can            provide exposure to collocational patterns, they often lack context and fail to               demonstrate how collocations function in authentic discourse (Lewis, 2000). As a result, students may know individual collocations           but lack the ability to use them productively                in speech and writing. This gap has              prompted educators to seek alternative methodologies that provide contextualized, meaningful input.

The advent of multimedia and digital technologies has significantly influenced approaches to teaching collocations. Canning-Wilson (2000) noted that video is particularly effective in language teaching because it provides learners with access to “living language” in real contexts. Authentic video materials not only showcase collocations but also illustrate intonation, gesture, and pragmatic use, all of which contribute to learners’ communicative competence. Sherman (2003) argued that video is more than an illustration of spoken text; it is a complex multimodal input that facilitates deeper vocabulary acquisition.

Mayer’s (2005) cognitive theory of multimedia learning provides further justification for using video in collocation teaching. According to this theory, learners process information more effectively when it is presented through both auditory and visual channels, as it reduces cognitive overload and enhances memory retention. Guichon and McLornan (2008) confirmed this in an empirical study, finding that university students exposed to subtitled video materials demonstrated greater improvement in vocabulary and collocation acquisition compared to those using written texts alone.

Research also highlights the benefits of repetition and retrieval in collocation learning. Webb and Rodgers (2009) examined television programs and found that learners were able to acquire collocations through repeated exposure, suggesting that video materials can naturally support incidental vocabulary learning. Nation and Waring (2020) emphasized that extensive exposure to input, combined with retrieval practice, is essential for developing both receptive and productive collocational competence.

Another important dimension of video-based learning is learner motivation.                Dörnyei (2001) noted that motivation plays a central role in sustaining language learning, and video materials have been shown to increase learner engagement by providing content that is authentic, relevant, and enjoyable. This is particularly significant in higher education, where students often demand interactive and technologically enhanced learning experiences.

Several pedagogical frameworks have been proposed for integrating video into collocation instruction. Task-based learning, as advocated by Ellis (2003), provides a natural fit, as it emphasizes meaningful communication and contextualized practice. For instance, video-based tasks such as noticing collocations in film dialogues, reconstructing transcripts, or role-playing scenarios based on authentic input help students internalize collocational patterns. Such approaches shift the focus from mechanical repetition to active, learner-centered practice.

In summary, the literature reveals a consensus that collocational competence is a vital aspect of language proficiency, yet one of the most challenging to acquire. Traditional methods have limited effectiveness due to their lack of context, while video-supported instruction offers a more promising avenue. Authentic video materials provide multimodal input, enhance motivation, and facilitate both incidental and intentional learning of collocations. As higher education moves toward learner-centered, task-based pedagogies, video content emerges as an essential tool for fostering advanced vocabulary and communicative competence.