This study investigates the differential effects of the deductive and inductive cognitive approaches on the improvement of verb-adverb collocational knowledge in the context of classroom concordancing. Eighty-two participants were assigned to deductive, inductive, and control groups. During two intensive 90-minute sessions, the experimental groups were given some receptive and productive tasks to do using the concordancer as a reference tool. While the collocational patterns for accomplishing the tasks wereexplicitly presented to the deductive group, the inductive group was required to work out the underlying patterns. The analysis of the data gathered from receptive(multiple-choice)and productive (sentence-completion and sentence writing)collocation pretest and post-test revealed that concordancing had significant effects on the improvement of L2 collocational knowledge. While both the deductive and inductive groups showed similar gains in receptive knowledge of collocations, the inductive approach was found to be more effective in developing productive knowledge. Overall, the students had positive views of concordancing.
