lexicalise your lesson 2: teaching grammar
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Lexicalise Your Lesson 2: Teaching Grammar. Leo Selivan. Background. Michal Lewis. THE LEXICAL APPROACH. LTP 1993 Michael Lewis. IMPLEMENTING THE LEXICAL APPROACH. LTP 1997. Key principles. Language consists of “chunks” (collocation is the most important kind) - PowerPoint PPT PresentationTRANSCRIPT
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Lexicalise Your Lesson 2: Teaching Grammar
Leo Selivan
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Background
Michal Lewis. THE LEXICAL APPROACH. LTP 1993
Michael Lewis. IMPLEMENTING THE LEXICAL APPROACH. LTP 1997
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Key principles
Language consists of “chunks”
(collocation is the most important kind) Acquisition is not linear Syllabus organised around meaning Language consists of grammaticalised
lexis – not lexicalised grammar
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A bit of history
Advances in corpus linguistics
Collins COBUILD Project
Dave Willis’s Lexical Syllabus (1990)
700 most frequent words cover 70% of text
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Taxonomy
Collocations Polywords (e.g. phrasal verbs) Sentence frames (the … er, the … er) Situational utterances
(See you later, I should get going)
based on Nattinger (1992)
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Collocation
V+N make a mistakeachieve a goal
Adj+N demanding job N+N knee injury Adv+Adj deeply wounded V+Adv talk freely N+V (actions) bees buzz
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Traditional ELT
Traditional ELT
Learn Grammar(BONE)
Learn a lot of new words(FLESH)
Extensive noun vocabulary
Struggle to useNo wonder learners make mistakes
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Grammar and Lexis
What grammar structures do you associate the following groups of words with?
always / sometimes / usually / never for / since / never …ago / last year / yesterday
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Grammar and Lexis
But consider this:
We are already doing a lot to combat crime in the city Ben was already 17 when we moved to Birmingham.
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Misconceptions about grammar
Grammar is not a supposed set of rules There is no evidence that explicit knowledge of grammar aids acquisition Grammar is not a set of transformations Grammar is often oversimplified to the point that it does not make any sense Spending a lot of class time on “traditional” EFL grammar condemns learners to remaining on the intermediate plateau.
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Misconceptions about grammar
You’re looking good
I’ve been wanting to do this for ages.
Look. It’s been snowing!
Wow! Did you see that?!
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Grammar and Lexis
May I …? I might… I’ll see you tomorrow. I hope so. Can you wait a minute? – Can’t you wait a
minute?
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Teaching grammar
Structure-based learning
Item-based learningConsciousness Raising
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TASK 1: Reflect
Think of a grammar rule (in your coursebook or other materials you use) which you found not very helpful? Why was it unhelpful?
Discuss in pairs.
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I should really get going. Is there anything you need? I’m not stupid, am I?! When it comes to… There’s been a lot of opposition to… Who do you work for?
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TASK 2: Correct errors
Are you happy with this view of grammar?
Discuss in pairs.
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Error Correction
Correct Collect
many grammatical errors are actually the result of lexical deficiencies and that what is thus needed is NOT more grammar correction and study, but rather more lexical input
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Present Perfect
Superlative
It is the best / most … I’ve ever …
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Past Perfect
It was not as … as I’d expected.
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Topic: Travel
Have you ever been to…?
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Useful objects
pen / eraser / pencil
Have you got (a) …?
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House
bathroom / living room / bedroom
shower / bed / sofa
Where is Mike?He is in the bathroom, having a shower.He is in the living room, watching TV.He is in the bedroom, playing computer games.
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De-lexicalised words
took the dog out for a walkYou took advantageI took it as a complimentLet’s take the bus Do you mind taking my photo?How do you take your coffee? With milk?Who do you take me for?!
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De-lexicalised words
low-semantic content words with a vast number of common collocates
Set
SeeDo
GoHave
Take
Make
PutGet
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TASK 3: Correct errors
We studying in the same school.What does his job?It’s [the film] about people who live in England at the last century.I don’t know how to tell it.People which learn languages need a lot of practice.
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Misanalysed grammar items
Will as the future Would as 2nd or 3rd conditional Reported speech
Based on Willis (1990)
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Immediate advantages of LA
Increased fluency (speaking & writing) Faster comprehension when reading Better comprehension, especially when
listening to fast speech
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Bibliography Hill, Jimmie & Lewis, Michael (1997) The LTP dictionary of selected collocations
Hove: LTP Hill, Jimmie, Lewis, Morgan & Lewis, Michael (2000) Classroom strategies,
activities and exercises in Lewis, Michael ed. Teaching collocation Boston: Thomson Heinle
Lewis, Michael (1993) The lexical approach Hove: LTP Lewis, Michael (1996) Implications of a lexical view of language in Willis, J and
Willis D, eds. Challenge and change in language teaching Oxford: Macmillan Heinemann
Lewis, Michael (1996a) Implementing the lexical approach Hove: LTP McCarthy, Michael & O’Dell, Felicity (2005) English collocations in use
Cambridge: CUP Nattinger, James, & DeCarrico, Jeanette. (1992). Lexical phrases and language
teaching. Oxford: OUP. Pawley, Andrew & Syder, Frances (1983). Two puzzles for linguistic theory:
Nativelike selection and nativelike fluency. In J.C. Richards and R.W. Schmidt (Eds.), Language and communication (pp. 191-226). New York: Longman.
Sinclair, John (1991) Corpus, Concordance, Collocation Willis, Dave (1990) Lexical Syllabus: Collins ELT