1 / 30

The Lexical Approach and its classroom implications , or the sad story of the dead rabbit

The Lexical Approach and its classroom implications , or the sad story of the dead rabbit. IATEFL-H Conference Eger October 2012 Judit Révész balogrevesz @ t-online.hu. Language as a huge substitution table …. I’LL SEE WHAT I CAN DO. What is a collocation ?.

malha
Télécharger la présentation

The Lexical Approach and its classroom implications , or the sad story of the dead rabbit

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The LexicalApproach and itsclassroomimplications, orthesad story of thedead rabbit IATEFL-H Conference Eger October 2012 Judit Révész balogrevesz@t-online.hu

  2. Languageas a hugesubstitutiontable…

  3. I’LL SEE WHAT I CAN DO.

  4. What is a collocation? • “Collocation is the readily observable phenomenon whereby certain words co-occur in natural text with greater than random frequency. Instead of words, we consciously try to think of collocations, and to present these in expressions. Rather than trying to break things into ever smaller pieces, there is a conscious effort to see things in larger, more holistic, ways.” (Michael Lewis, (1997). Implementing the lexical approach: Putting theory into practice. Hove, England: Language Teaching Publications.)

  5. Density of collocations 2 • “Collocation is the readily observable phenomenon whereby certain words co-occur in natural text with greater than random frequency.Instead of words, we consciously try to think of collocations, and to present these in expressions. Rather than trying to breakthings into ever smaller pieces,there is a conscious effort to see things in larger, more holistic, ways.”

  6. 50-80% of text is made up of chunks!

  7. The reasonwhyyou’resofluent is thatyouhave a greatamount of overlearntchunks atyourdisposal!

  8. Colligation • is the way a word regularly co-occurs with a (grammatical) pattern, the word and its grammatical environment. Each word has its own “grammar”. • OWN = SAJÁT • Hunglish: • *He’sonly 19 but he drives an owncar. • *She passed the driving test.” • *Theysuggestedto go somewhereelse.

  9. Collocationalcompetence • Is itjust an issueforadvancedlearners? • *Shelistenstheclassicalmusic. • *They go tohome. • *He playsontheviolin. • *Myniece is one, shecan go butshecannotspeak. • *He verylikesfootball.

  10. „Likeslow-releaseaspirin, (chunks) surrendertheirinternalstructureslowly, over time” (Scott Thornbury) • These chunks become the raw data by which learners perceive patterns of language traditionally thought of as grammar. • Only a minority of spoken sentences are entirely novel creations.

  11. Implicationsforlanguageteaching • Translation is out • Vocabularylistswith L1 equivalentsare out • Value of learner creativity is questioned. • Huge amounts of authenticinput • Awarenessraising • Rotelearning is back • Teacheraslanguagemodel and input provider • Working/ Playingwithlanguagecorporae.g. BNC and concordances

  12. Rotelearning is back! • Collocations memory, jigsaw • Gapped reading • Correcting text • Reconstructing text to make it personally meaningful • Dictation – key words • Copying – off-the wall-dictation • Drills • Learning by heart, songs, poetry, tongue twisters, proverbs, etc. • Mini narratives – 5 nouns 5 verbs • Recording formats, 5-5-1, Lobster • Grouping collocations (have, put)

  13. Re-telling • Retellthe story inyourownwords! = Retelltheirstory inyourwords. • Retellyour story intheirwords!

  14. I have a close friend called Irene. I’ve known her for about 15 years now. We met at work – she was a colleague of mine at the company where I used to work. We get on very well although we don’t have a lot in common – we have quite different interests. We don’t work together any more, and when I changed jobs we lost touch for a couple of years. But now we keep in touch regularly. • (New English File Intermediate, OUP)

  15. I have a close friend called Irene. I’ve known her 1……. 15 years now. We met at 2…….– she was a colleague 3……. at the company where I used 4………. We get 5…………. although we don’t have a lot in 6…… – we have quite different 7……….. We don’t work together any 8………, and when I changed jobs we lost 9……… for a couple of years. But now we 10……..in touch regularly.

  16. TOUCH inthe British National Corpus • I didnotwanttotouchher. • I don'twannalosetouchwiththemnow. • ClarekeptintouchwithAnnabel. • He willtoucheveryoneontheraw’ • whenthe South Africanstouch downat Kingston Airport • a touch of elegance. • stayingintouch is essential. • had beenout of touchsincethefirstreport • tryingtogetintouch? • a touch moredeeply • Itwasalwaystouch and go • He has beenintouchwithGreenalls • Yestouchwood.

  17. Collocationdomino/memory • TRAFFIC • CYCLE • PEDESTRIAN • RUSH • PARKING • JAM • LANE • AREA • HOUR • LOT

  18. Storing/revisingvocabulary • Catchthe • Missthe • Getoffthe • Getonthe • Takethe • BUS

  19. Storing/revisingvocabulary • BUS • LANE • TIMETABLE • TERMINAL • ROUTE • PASS

  20. VERY ABSOLUTELY CLEVER DISAPPOINTING IMPRESSIVE ENJOYABLE STUPID BRILLIANT DISASTROUS SUPERB HILARIOUS IDIOTIC

  21. The sad story of thedead rabbit

  22. The sad story of thedead rabbit

  23. Catchingthe bus

  24. Makingfriends

  25. Fan club

  26. Halfbrother

  27. Toastingthebride

  28. SUMMARY Don’tfabricate, imitate!

  29. Thankyouforyourattention! Have a goodday!

More Related