This study is about the relationship between inputs in the textbook and the learners’ outputs. It especially focuses on the Chinese collocations of Korean learners, which are composed of a verb and a nominal object. The collocations appearing in the textbook are the inputs and the writings of Korean learners are the outputs. Based on the result of this study, it turns out that the inputs and the outputs show very close relationships. The input frequency also influences the learners’ acquisition. Most collocations shown in the textbook appear in the learners’ writings, and they occupy over a half of the total collocations which are made by the learners. The effect of inputs in textbooks is more clearly shown for the learners in the beginning stage than in the low-intermediate stage. Moreover, learners often produce arbitrary collocations with accumulated vocabularies, which have close relationship with their daily lives.