Collocations in English are huge in size, taking up almost 70% of what is spoken and written in real and authentic English. Therefore, collocation teaching would be to the benefit of EFL learners to a great extent. The present study focused on uncovering the effect of corpus-based instruction on EFL learners' non-congruent collocation learning. Since the meaning of the whole non-congruent collocations cannot be inferred through one to one translation from mother tongue or the literal meaning of the individual words, the researchers decided to concentrate on this kind of collocations. To this end, two groups of learners were used as the participants of the study. One group experienced learning collocations through corpus-based instruction and the other group experienced collocation learning through conventional method of instruction. Students� attitudes towards corpus-based instruction were also investigated through interviews. The results showed that corpus-based instruction had the same effect as the traditional instruction on learning non-congruent collocations. However, students had positive attitudes towards corpus-based instruction and preferred it over traditional teaching. They also reported that corpus-based instruction made them more motivated to learn non-congruent collocations. Keywords: Collocations, Non-congruent Collocations, Corpus-based Instruction, Vocabulary

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