We present the Hannover branch of the LONGDALE project and its first findings from the first year of data collection. Additionally, we use our corpus to focus on two areas: tense and aspect usage and phraseology of high-frequency verbs such as make and come in the written performance of our students. During the first year, students received explicit instruction on tense/aspect but not on high-frequency verbs. We investigate whether the students’ output exhibits a significant difference in the error frequency in these two areas and what the pedagogical implications can be for language instructors.