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Five Golden Rules

Five Golden Rules. Hugh Dellar Heinle Cengage / The University of Westminster. The potentially revolutionary impact of The Lexical Approach!. “Language is not lexicalised grammar. It is, rather, grammaticalised lexis”. Golden Rule 1: Use lexical materials.

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Five Golden Rules

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  1. Five Golden Rules Hugh Dellar Heinle Cengage / The University of Westminster

  2. The potentially revolutionary impact of The Lexical Approach! • “Language is not lexicalised grammar. It is, rather, grammaticalised lexis”

  3. Golden Rule 1: Use lexical materials • This does NOT just mean a lexical syllabus! • Less authentic texts - more texts written for language learners! • A healthier balance between transactional and interactional listenings. • Texts which students want to talk about!

  4. Exploit texts via lexical language exercises • Words • Collocations • Fixed - and semi-fixed - expressions • Spoken grammar • Grammar as lexis

  5. Golden rule  2: Foster Linguistic Awareness • We need to combat the notion that L2 = grammar + single words. • Encourage Ss. to notice which words go together. • Give Ss. typical ways of saying things. • Warn Ss. about the perils of word for word translation

  6. Our boardwork has a central role to play Give examples of usage. I’m going on a day-trip to . . . this Saturday.

  7. Other ways to foster awareness • Watch what students are underlining. • Get students to underline new collocations / expressions from texts • Make gap-fill exercises of good collocations

  8. Golden Rule  3:Dealing with error Error should NOT be an excuse for punitive correction and more grammar - rather, it’s a chance to start from where the students are at. Students often make mistakes because they don’t know any better! For example: Your book is a new book which is similar with the my old book, but has been improved and more up-to-date!

  9. Reformulation is the best way ahead! Ss1: I didn’t make my homework. Ss2: Sorry I’m late, I lost by bus. Ss3: Sorry I no come class last week. My mother, she breaked the leg.

  10. Let student interlanguage control the class more. I’m really busy at work at the moment. I’m really stressed-out about it all. So what do you do? • I’m a . . . . Wow! That must be really stressful!

  11. I always get really nervous before . . . . . . flying / exams / interviews. She’s a very nervous kind of person. She never really seems to relax.

  12. Golden Rule  4:The triple X rule! When dealing with new vocabulary, explain, exemplify . . . and use the class to help you expand upon this. I feel really guilty about . . . . . . forgetting my mum’s birthday. I wish I hadn’t done it!

  13. I feel really guilty about . . . . . . eating that cake this morning. . . . What I said to him! I wish I hadn’t done it! I really regret . . . losing his number.

  14. Ask questions about language to generate connected language Ss. need more than to simply understand meaning - they need to know about collocation, colligation, etc. Take a phrasal verb exercise, for example, where one of the answers is got kicked out of: - Anything else you can be kicked out of? - Who by? - Why?

  15. The 5th and final Golden Rule:Students need to practise Make revision questionnaires: • Has anyone you know ever been kicked out of anything? What? Why? • When was the last time you went on a day-trip? Where did you go? • What was the last thing you felt guilty about?

  16. Follow us on facebook www.facebook.com/hughdellarandrewwalkley

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