Collocations are an indispensable part in language learning. Congruent collocations are those with L1 direct and word by word equivalent, on the other hand, non-congruent collocations do not have a direct equivalent in learners'' mother tongue (so harder to acquire). In this book the effect of two methods, Task-based Instruction (TBI) versus Teacher-fronted Instruction (TFI), on intermediate and advanced learners is analyzed. The main idea is whether Task-based Instruction or Teacher-fronted Instruction has any significant effect on improving intermediate and advanced learners'' knowledge of congruent and non-congruent collocations. Furthermore, the interaction of the two methods on improving knowledge of collocations in general is investigated. Knowledge of words and collocations is an indispensable part of learning any language and this book shows that although both methods were useful, advanced learners preferred TBI over TFI; on the other hand, intermediate learners had a great predilection towards Teacher-fronted Instruction.