Presentation on theme: "IATEFL-H Conference Eger"— Presentation transcript:
1IATEFL-H Conference Eger The Lexical Approach and its classroom implications, or the sad story of the dead rabbitIATEFL-H Conference EgerOctober 2012Judit Révész
2Language as a huge substitution table… Noun/pronounauxiliaryverbRelative pronounSHEYOUIBrad PittTom & JerryCinderellaWEMAYWILLSHOULDMUST‘LLSEEKNOW DECIDESWIMWHENWHATWHYHOWWHOHETHEYBILLSUSANCANGOCOOKDO SINGHANGNonsense combinations likeHow they should do, what they should goSwim
4What 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.)
5Density 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 break things into ever smaller pieces, there is a conscious effort to see things in larger, more holistic, ways.”Intertwining collocations
7The reason why you’re so fluent is that you have a great amount of overlearnt chunks at your disposal!
8Colligationis the way a word regularly co-occurs with a (grammatical) pattern, the word and its grammatical environment. Each word has its own “grammar”.OWN = SAJÁTHunglish:*He’s only 19 but he drives an own car.*She passed the driving test.”*They suggested to go somewhere else.
9Collocational competence Is it just an issue for advanced learners?*She listens the classical music.*They go to home.*He plays on the violin.*My niece is one, she can go but she cannot speak.*He very likes football.
10Listen to the radio looks limited whereas listen to + object seems unlimited. Which one is more generative?
11„Like slow-release aspirin, (chunks) surrender their internal structure slowly, 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.
12Implications for language teaching Translation is outVocabulary lists with L1 equivalents are outValue of learner creativity is questioned.Huge amounts of authentic inputAwareness raisingRote learning is backTeacher as language model and input providerWorking/ Playing with language corpora e.g. BNC and concordancesAlthough collocations change very fast, they are controlled by the native speaker community. Learner creativity should start at the level of combining chunks.
13Rote learning is back! Collocations memory, jigsaw Gapped reading Correcting textReconstructing text to make it personally meaningfulDictation – key wordsCopying – off-the wall-dictationDrillsLearning by heart, songs, poetry, tongue twisters, proverbs, etc.Mini narratives – 5 nouns 5 verbsRecording formats, 5-5-1, LobsterGrouping collocations (have, put)
14Retell your story in their words! Re-tellingRetell the story in your own words! = Retell their story in your words.Retell your story in their words!Off the wall dictation
15I have a close friend called Irene 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)
16I have a close friend called Irene. I’ve known her 1……. 15 years now 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.
17TOUCH in the British National Corpus I did not want to touch her.staying in touch is essential.I don't wanna lose touch with them now.had been out of touch since the first reportClare kept in touch with Annabel.trying to get in touch?a touch more deeplyHe will touch everyone on the raw’It was always touch and goHe has been in touch with Greenallswhen the South Africans touch down at Kingston AirportYes touch wood.a touch of elegance.
22The sad story of the dead rabbit The body work or car body but it also applies to the engine.Mechanistic view of language.
23The sad story of the dead rabbit Taken apart, dissected and put together again?What we can learn by dissecting the rabbitWhat we cannot learn by dissecting the rabbit, movement, eating habits, mating behaviour, how it behaves in its natural environment. Imitate the rabbit!Looking back, what concepts would you expect to see in the test?Collocations being idiomatic, a selection of cartoons.