This paper aims at investigating the impact of DDL instruction on the collocational development of Turkish EFL learners. Data collection methods include pre-test and post-test of a nine-week explicit instruction. The samples of the study (n: 31) were selected according to purposive sampling methodology and experimental and control groups were created based on the results of the Cambridge CEFR placement test that was administered at the beginning of the study. The experimental group consisted of 15 Turkish EFL learners and were given training inductively with DDL methods. They were given explicit DDL-based instruction with a focus on the verb and preposition combinations. The control group consisted of 16 Turkish EFL learners and were given training deductively with non-DDL methods. The data collected were analysed through qualitative and quantitative analysis procedures. The preliminary findings indicated that the DDL group scored better than the non-DDL group in gap filling, error identification and correction tasks. There was statistically no difference in single-sentence writing tasks. Based on the findings of the study, it is possible to emphasize the positive contribution of the explicit teaching of collocations through DDL approach with an emphasis on self-discovery of phrasal verbs within a database of 5 million-word-reader corpus that was compiled by the researchers according to a strict design criteria. The EFL learners who received the explicit instruction clearly stated that they were able to develop themselves in collocational competence after they received concordance-based explicit instruction.