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Collocations or more specifically verb-noun collocations are an sophisticated part of learning a second language or a foreign language; however, it is a crucial element of communicative competence. Native speakers’ communicative competence consists of collocational competence which includes co-occurred words that English native speakers are subconsciously aware of their use. Additionally, any speech community has a set of idiomatic ways of uttering concepts in definite complete expressions and many phrase-frames. Hence, learning formulaic language may cause a great deal of problems for non-native speakers with deficient communicative competence. Henceforth, the objective of this paper is to discern the effect of treatment in teaching verb-noun collocations to 60 Iranian learners who took part in a collocation test. To reach this aim, an Independent Samples T-Test was run and the result showed there was no significant difference in scores of groups. Subjects were randomly distributed into control and experimental groups. After ten weeks of intervention, a paired-samples t-test was conducted to assess the impact of the treatment on students’ scores on the Collocation Test. There was a statistically significant increase in the Collocation Test scores in control group (M=49.87, SD=13.34) to experimental group [M=52.54, SD=12.12, t(29)= -20.26 , p<0.000]. The results of the statistical analyses validate that teaching collocations explicitly and purposefully can assist Iranian students to learn verb-noun collocations better to converse efficiently with native speakers. It can be concluded the results have immediate implications for language learners and EFL instructors to teach in a ground-breaking method.

Teaching Verb-Noun Collocations is to Kill Two Birds with One Stone