Sánchez de la Viña Rodríguez, InésKim, Christina SChamorro Galán, María Gloria2024-07-222024-07-222024-07-15de la Viña, I., Kim, C. & Chamorro, G. (2024). Incidental learning of collocations through reading an academic text. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-03070019-042Xhttps://doi.org/10.1515/iral-2023-0307https://hdl.handle.net/20.500.14468/23050The accepted version of this article, first published in “International Review of Applied Linguistics in Language Teaching (2024)", is available online at the publisher's website: El Gruyter, https://doi.org/10.1515/iral-2023-0307La versión aceptada de este artículo, publicado por primera vez en “International Review of Applied Linguistics in Language Teaching (2024)", está disponible en línea en el sitio web del editor: El Gruyter, https://doi.org/10.1515/iral-2023-0307This study investigated the incidental learning of collocations in two reading modes (reading-only (RO), reading-while-listening (RWL)), taking into account additional learner- and collocation-related predictors of learning (e.g., congruency). An academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. Sixty-eight advanced Spanish EFL learners read a text containing 14 target collocations, in the RO or the RWL condition. Learning gains were measured in terms of form recall and form recognition. Results showed that collocations can be learnt incidentally from reading. While reading mode did not influence learning, congruency and prior vocabulary knowledge improved form recall, emphasising the importance of features specific to individual learners and collocations for vocabulary learning.eninfo:eu-repo/semantics/embargoedAccess57 Lingüísticaartículoacademic readingcollocationsEFLincidental learningvocabulary knowledge