This study investigates the use of restricted lexical collocations in native and non-native academic English within the social sciences, addressing a neglected area of learner competence. It begins by surveying theoretical perspectives on word combinations and reviewing experimental research on the psycholinguistic processing of prefabricated language, highlighting how conventional expressions facilitate fluent production and rapid comprehension. An analysis of a computer-based corpus of native academic writing reveals the extent and manner of collocation usage in formal English, suggesting that conventionality enhances precision of expression, a critical quality in academic argumentation. A similar analysis of non-native writing shows that while collocational errors do not generally impede intelligibility, they can diminish precision and obscure clarity in academic communication. The study also considers pedagogical implications, noting that published teaching materials often overlook the nature of collocations and provide limited assistance. The final section evaluates how restricted collocations are treated in general and phraseological dictionaries for learners, assessing their selection and presentation of problematic collocations for advanced learners. The conclusion emphasizes the need for effective reference works, specifically specialist collocational dictionaries, to support independent language study and outlines pr
