Collocations are important in language learning. This article aims to investigate the types of lexical collocations (both non-deviant and deviant forms) produced by Form Three Myanmar Burmese refugee learners in their picturebased written task and describe the possible sources for the production of deviant lexical collocations. The analysis revealed that Myanmar Burmese participants recorded a total of 93 lexical collocations and 19 (20.4%) deviant lexical collocations were identified. The most frequent lexical collocation used in the written task is Lexical Collocation Type 2 (L2) (Adjective + Noun) type. Use of synonyms was identified as the primary source of lexical collocational errors in the participants’ written task. The findings of the research indicate participants’ lack of collocational knowledge as they overused L2 type collocations, a common type. Most of the deviant collocations were related to the use of synonyms. It hints that participants are more accustomed to single word learning, thus indicating the absence of collocational teaching. The current study calls for research on collocation productions of learners to better understand their collocational knowledge, thus paving the path to incorporate it in vocabulary teaching.

Keywords – lexical collocations, Myanmar refugee learners, vocabulary learning