Techniques for teaching collocation and word-association recognition as applied to the English as a second language class are suggested. Collocations are defined as phrases made of words which usually occur together, like "for the time being." Collocations and word associations are treated as synonymous. It is suggested that some words ought to be taught together (e.g., "long" and "short" go with things that can be long or short--pencils). Lexical words that are collated with certain structure words are also noted (e.g., "of" goes with glass---water; box---matches). Two broad divisions are also distinguished: (1) paradigmatic responses or words from the same grammatical class that can be substituted for another in a given context; and (2) syntagmatic responses, recognized when one element can relate directly to the other in a single context. It is suggested that the curriculum-maker should determine whether phonetics drills incorporate familiar or new vocabulary (i.e., what sounds collocate with what vocabulary), and the order in which the two should be presented. The following considerations are also addressed: the fact that some phrase structures absorb more words than others; and the problem of grouping structure words both with other structure words and with related lexical items. Additional contents include a list of 11 principles for teaching collocation or word association, information on publications containing collocations, and 17 instructional activities. (SW)