The Lexical Approach and its classroom implications or

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… Noun/ auxiliary verb pronoun Relative Noun/ pronou n n auxiliar verb y MAY SHE YOU I BRAD PITT TOM & JERRY CINDERELL A WE MAY WILL SHOULD WHEN SEE KNOW DECID MUST E ‘LL SWIM WHAT WHY HOW WHO I HE WILL SHOUL GO COO K THEY D DO BILL MUST SING SUSAN ‘LL CAN HANG

�I’LL SEE WHAT I CAN DO.

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. )

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 break things into ever smaller pieces, there is a conscious effort to see things in larger, more holistic, ways. ”

� 50 -80% of text is made up of chunks!

The reason why you’re so fluent is that you have a great amount of overlearnt chunks at your disposal!

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’s only 19 but he drives an own car. �*She passed the driving test. ” �*They suggested to go somewhere else.

Collocational 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.

�„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.

Implications for language teaching 1. Translation is out 2. Vocabulary lists with L 1 equivalents are out 3. Value of learner creativity is questioned. 4. Huge amounts of authentic input 5. Awareness raising 6. Rote learning is back 7. Teacher as language model and input provider 8. Working/ Playing with language corpora e. g. BNC and concordances

Rote learning 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)

Re-telling �Retell the story in your own words! = Retell their story in your words. �Retell your story in their words!

�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)

�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.

TOUCH in the British National Corpus � I did not want to touch � staying in touch is her. essential. � I don't wanna lose touch � had been out of touch with them now. since the first report � Clare kept in touch with � trying to get in touch? Annabel. � a touch more deeply � He will touch everyone � It was always touch and on the raw’ go � when the South Africans � He has been in touch down at Kingston with Greenalls Airport � Yes touch wood. � a touch of elegance.

Collocation domino/memory �TRAFFIC �JAM �CYCLE �LANE �PEDESTRIAN �AREA �RUSH �HOUR �PARKING �LOT

Storing/revising vocabulary �Catch the �Miss the �Get off the �Get on the �Take the �BUS

Storing/revising vocabulary �LANE �TIMETABLE �BUS �TERMINAL �ROUTE �PASS

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

The sad story of the dead rabbit

The sad story of the dead rabbit

Catching the bus

Making friends

Fan club

Half brother

Toasting the bride

SUMMARY Don’t fabricate, imitate!

Thank you for your attention! Have a good day!