There is emerging evidence that collocation use plays a primary role in determining various dimensions of L2 oral proficiency assessment and development. The current study presents the results of three experiments which examined the relationship between the degree of association in collocation use (operationalized as t scores and mutual information scores) and the intuitive judgements of L2 comprehensibility (i.e. ease of understanding). The topic was approached from the angles of different task conditions (Study 1), rater background (first language or L1 vs. second language or L2) (Study 2) and cross-sectional vs. longitudinal analyses (Study 3). The findings showed that: (1) collocation emerged as a medium-to-strong determinant of L2 comprehensibility in structured (picture description) compared to free (oral interview) oral production tasks; (2) with sufficient immersion experience, L2 raters can demonstrate as much sensitivity to collocation as L1 raters; and (3) conversational experience is associated with more coherent and mutually-exclusive combinations of words in L2 speech, resulting in greater L2 comprehensibility development.

越来越多的证据表明，搭配使用在确定L2口语能力评估和发展的各个方面起着主要作用。本研究提出了三个实验的结果，这些实验检查了搭配使用中的关联度（可操作为t得分和互信息得分）与L2可理解性的直观判断（即易于理解）之间的关系。从不同的任务条件（研究1），评估者背景（第一语言或L1与第二语言或L2）（研究2）以及横截面与纵向分析（研究3）的角度探讨了该主题。研究结果表明：（1）与免费（口头面试）口头制作任务相比，搭配在结构化（图片描述）中是L2可理解性的中等至强的决定因素；（2）具有足够的沉浸经验，L2评分者可以表现出与L1评分者同等的敏感性；（3）会话经验与第二语言中单词的更连贯和互斥的组合相关，从而导致第二语言理解能力的提高。