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This article studies advanced French-speaking learners’ knowledge of make-collocations. It suggests that, while an investigation of the errors found in a learner corpus may be enlightening, it should ideally be complemented by two other types of analyses, namely a comparison of the learner corpus data with native data, which highlights phenomena of overuse or underuse, and elicitation tests, which focus on competence rather than performance. Using such a threefold approach, this study shows that, while the learners under study do not make many errors, they tend to underuse make-collocations and limit themselves to those which have a direct equivalent in their mother tongues and are therefore safer. When forced to produce certain collocations or judge their acceptability, on the other hand, they reveal their collocational deficiencies and unreliable judgements.

TO ERR IS NOT ALL: WHAT CORPUS AND ELICITATION CAN REVEAL ABOUT THE USE OF COLLOCATIONS BY LEARNERS