This longitudinal study explored the roles of item- and learner-related variables in L2 learners’ development of productive collocation knowledge (L1 = Dutch; L2 = German; NLearners= 50). Learners’ form recall knowledge of 35 target collocations was measured three times over a 3-year period. The item-related variables investigated were L1-L2 congruency, corpus frequency, association strength, and imageability. We also explored the learner-related variables L2 prior productive vocabulary knowledge and L2 immersion. Mixed-effects regression modeling indicated a significant effect of time, congruency, and prior productive vocabulary knowledge on learners’ collocation learning. While learners’ knowledge of congruent collocations remained relatively stable after year one, knowledge of incongruent collocations increased significantly. Learners’ prior productive vocabulary knowledge was clearly associated with growth of productive collocation knowledge, but besides overall growth there were instances of attrition.

这项纵向研究探讨了项目和学习者相关变量在 L2 学习者生产性搭配知识发展中的作用（L1 = 荷兰语；L2 = 德语；N学习者= 50）。学习者对 35 种目标搭配的形式记忆知识在 3 年期间进行了 3 次测量。调查的项目相关变量是 L1-L2 一致性、语料库频率、关联强度和形象性。我们还探讨了与学习者相关的变量 L2 先验有效词汇知识和 L2 沉浸感。混合效应回归模型表明时间、一致性和先前的生产性词汇知识对学习者的搭配学习有显着影响。虽然学习者对全等搭配的知识在一年后保持相对稳定，但对不一致搭配的了解却显着增加。学习者先前的生产性词汇知识显然与生产性搭配知识的增长有关，但除了整体增长之外，还有减员的情况。