1 A Lexical Approach to TBL SATEFL Saturday 9 th October 2010

2 Janet’s friend begins a conversation by saying: Janet, I hear you’re planning a trip to Africa. Work in groups and think of five questions you might ask Janet to find out more about her holiday. Try to think of one question which none of the other groups will ask.

3 Do they work from from grammatical abstractions, which provide the framework for lexis? OR Do they begin with lexis, which is progressively grammaticised? HOW DO PEOPLE LEARN LANGUAGES ?

4 Ungrammatical or ‘ungrammaticised’? Omission of articles. Omission of BE. Questions marked lexically but not structurally. Predominance of base form of the verb.

5 700 words account for around 70% of text words account for 80% of text words account for 86% words provide a basic competence. It takes over 6000 words to account for 90% of text. Learners need 95% coverage to read independently.

6 1. the 2. of 3. and 4. to 5. a 6. in 7. that 8. I 9. it 10.was 11. is 12. he 13. for 14. on 15. you 16. by 17. with 18. as 19. be 20. had

7 the beginning of the end of the middle of the front of the back of the end of

8 WAY 1.Method, means: It’s a good way to meet people. 2.Manner, style: He smiled in a funny way. 3.Direction: Is this the way to St. Pancras? 4.Distance, extent: It’s a long way to Tipperary. 5.Time: Christmas is a long way off. 6. Pragmatic: by the way.

9 1.Noun Phrase + to + infinitive: The cheapest way is to hire a van. 2.Noun Phrase + of + -ing: The different ways of cooking fish. 3.Noun Phrase + relative clause: The only way a telegram can be delivered SYNTACTIC FRAMES

10 The word way offers input to the syllabus in three ways: as a word which expresses a number of central concepts as a component in a large number of common phrases (on the way; in the way; in a way; the.. way to; one way of… ) as an exemplar of valuable syntactic frames

11 N + of + …ing ways of cooking fish; as a result of overeating; fear of flying; at the risk of boring my audience METHOD: way; method; means; process LIKING/DISLIKING: love; hope; hatred; fear; horror POSSIBILITY: likelihood; chance; possibility; risk; danger OUTCOME: result; effect; aim; intention; advantage; disadvantage

12 COLLOCATION In English we talk about: a strong personality; a strong leader; strong wind/current; a strong supporter; strong words; strong coffee; strong language; a strong case ; strong evidence; a strong possibility;a strong team; a strong currency; a strong taste. What words would you use for strong in your language?

13 METAPHOR Verbs of motion: Life is a journey: We go through life, reach the age of …, reach adolescence; get to seventy Discourse is a journey: I’ll come to that soon; I’ll go on to my next point; Let’s go back over that

14 USEFUL GUIDELINES Ensure coverage of the most frequent 300 words. Aim for coverage of the most frequent 700 words. Check against frequency lists to see if words are worth focusing on. Use a good dictionary for frequency information and for information on words.

15 LANGUAGE FOCUS EXERCISES. Look for: 1 a word … 2 …. or part of a word. 3 words and phrases relating to a concept. 4 expressions of time, place and quantity. 5 vague language. 6 discourse organisers.

16 GO 1.Going in September; 2.I’m going to fly; 3.we’re going to be staying most of the time in Monze; 4.We’re going to go on safari 5.How long are you actually going for? 6.we’re going to one of the big game parks 7.Probably going on down to see the Victoria Falls 8.we’re actually going to Zimbabwe as well

17 TO a trip to Africa. to see my son I’m going to fly to Lusaka we’re going to be We’re going to go going to one of the big game parks going on down to see the Victoria Falls. we’re actually going to Zimbabwe What airline are you planning to fly by? I’ve had to do it as cheaply as I could

18 PLACE to Africa. in Zambia to Lusaka there in Monze, where he’s working about a hundred miles south of Lusaka on safari… to one of the big game parks

19 REFERRING TO THE FUTURE How long are you actually going for. we can do quite a lot. I’m going to fly. we’re going to be staying in Monze. Probably going on down to see the Victoria Falls. And we’re actually going to Zimbabwe as well. What airline are you planning to fly by? I think it’ll be okay

20 TIME in September most of the time How long six weeks. Quite a long time for a few days

21 USEFUL WORDS AND PHRASES 1. I hear 2. who’s doing … 3. do a bit of travelling 4. where he’s staying 5. all sorts of 6. actually (x 2) 7. Quite a long time 8. quite a lot 9. Probably 10.(as a) matter of interest 11. Sorry? 12. as cheaply as I could 13. I looked online 14. I mean 15. or anything 16. I don’t know

22 Going in September to see my son, who’s doing volunteer work in Zambia. Going ** September ** see my son, ***’* ***** volunteer work ** Zambia. ***** ** September ** see ** ***, ***’* ***** volunteer **** ** Zambia. ***** ** ********* ** *** ** ***, ***’* ***** ********* **** ** ******. Going in September to see my son, who’s doing volunteer work in Zambia

23 REFERRING TO THE FUTURE How long are you actually going for. we can do quite a lot. I’m going to fly. we’re going to be staying in Monze. Probably going on down to see the Victoria Falls. And we’re actually going to Zimbabwe as well. What airline are you planning to fly by? I think it’ll be okay

24 REFERRING TO THE FUTURE How long *** *** actually ***** for. we *** ** quite a lot. I’m ***** ** fly. we’re ***** ** ** ******* in Monze. Probably ***** on down to see the Victoria Falls. And **’** actually ***** to Zimbabwe as well. What airline *** *** ******** ** fly by? I think **’** ** okay.

25  research corpus.  learner’s corpus.  pedagogic corpus.

26  To provide a pedagogic corpus  To provide activities which promote language analysis.  To itemise language within that corpus.  To provide learners with guidance to help them make useful generalisations.

27 TBLT …True or False? What do you think? 1... is designed to teach spoken rather than written English is learner centred rejects rote learning as a useful activity does not allow the use of the first language in the classroom does not provide learners with language input before expecting them to engage in a communicative activity does not allow for the study of grammar does not allow drills and pattern practice requires a greater range of teaching skills and techniques than traditional approaches.

28 Doing Task-based Teaching Dave and Jane Willis 2007 OUP