The study investigates how psychological and social factors relate to productive collocation knowledge in late L2 learners of Swedish (French L1) (N = 59). The individual factors are language aptitude (measured through the LLAMA aptitude test), reported language use, social networks, acculturation, and personality. Multiple linear regression analysis showed that positive effects were found for LLAMA D (phonetic memory), LLAMA E (sound-symbol correspondence), reported language use, and length of residence (LOR). Furthermore, a negative effect was found for the personality variable Open-mindedness. These variables explained 63% (adjusted R²) of the variance, which represents large effects compared to other studies on individual factors. In sum, the findings confirm earlier results on the importance of language aptitude and language use for productive collocation knowledge. They also add evidence of the importance of personality and LOR. In sum, cognitive and social factors combine to explain different outcomes in adult L2 acquisition.

该研究调查了心理和社会因素如何与瑞典语（法语 L1）的晚期 L2 学习者的有效搭配知识相关（N= 59). 个人因素是语言能力（通过 LLAMA 能力测试测量）、报告的语言使用、社交网络、文化适应和个性。多元线性回归分析表明，LLAMA D（语音记忆）、LLAMA E（声音符号对应）、报告的语言使用和居住时间 (LOR) 均有积极影响。此外，还发现了性格变量思想开放的负面影响。这些变量解释了 63%（调整后的 R²）的方差，与其他对单个因素的研究相比，这代表了巨大的影响。总而言之，研究结果证实了早期关于语言能力和语言使用对于生产搭配知识的重要性的结果。他们还增加了人格和 LOR 重要性的证据。总共，