This scientific paper presents a corpus-based investigative research of German collocations; in text comprehension, a new method for identification of collocations is presented, as well as a scientific discussion of the types of collocations for which this new analysis method is suitable. The article further explores the consequences of using collocations and their translation into other languages on communication in foreign language teaching. It was examined how the students of foreign languages in Slovak universities (nonphilological courses of studies) can deal with the collocations in their future profession (as translators or experts in a professional language) after their linguistic studies and whether they are able to actually implement this foreign language competence in the future. Although vocabulary work is developed as a primary competence among foreign language learners, some areas of studies lack current, creative and innovative teaching materials, especially in the didactic field of comparative collocation research. The results of our research projects promote the acquisition of foreign language skills and help teachers develop and use new methods in their work.

As part of the practical language lessons, German language lessons mostly placed great value on speaking and oral communication. In the courses dedicated to the phenomenon of communicative competence and oral error correction, fluency in communication, expressiveness and correct grammatical or lexical-phraseological competence are primarily promoted. It is primarily about the description of the phenomenon of communicative competence, the diagnosis of errors and methods of verbal error correction. This article addresses the question of which foreign language skills should be promoted and developed in German lessons in order to bring the language skills of the learners to a higher level. In addition, it is primarily about the question of which main goals the German lessons should be pursued by teachers and how the corrections regarding mistakes should be made. In surveys and discussions with students, it has often been stated and our teaching experience proves that, in addition to language skills, students should also acquire basic knowledge of interculturality, media, politics, social sciences and others during their studies. These findings show that learners are interested in multidimensional German lessons. It is a primary task of teachers, in addition to expanding foreign language vocabulary, to develop all the necessary skills of their learners in the process of acquiring foreign languages. In addition to the areas mentioned, the article also focuses on an important didactic phenomenon - the language mistakes. The teachers should be able to recognize statements made by their students and to detect their mistakes.