module 3- learning collocations
DESCRIPTION
LearningTRANSCRIPT
14/2/2015 Module 3: Learning collocations
http://www.ugr.es/~inped/exploringnewpaths/collocations/m3_0.htm 1/2
Introduction and presentation of the Module
Collocations are arbitrary word combinations which are frequently used by speakers whereas other combinationswhich express the same idea and are equally correct from the grammatical point of view are never used. Forexample, in Spanish we say "contar un chiste" but we never say "decir un chiste" and, likewise, in English "to tell ajoke" but never "to say a joke". Thus, it is very important for nonnative speakers to know which words are usuallyused in combination with others in order to be able to use them in our oral and written production and express ourideas more fluently and accurately. This type of lexical combinations pose a problem for second language learnersgiven that there are no general rules which can help us explain these combinations and very often Spanish andEnglish collocations are not equivalent and cannot be translated wordbyword.
Taking all this on board, this module aims, first of all, to help the student understand what a collocation is and tobe able to identify collocations and distinguish them from other kinds of lexical combinations such as "idioms".Secondly, this module is intended to teach learners a number of lexical collocations consisting of the mostfrequent English nouns and the adjectives and/or verbs which usually accompany them. Finally, we offer anumber of tools and Internet resources based on Corpus Linguistics so that learners acquire the necessary skillsto search for collocations autonomously. The aim is to help students to develop corpusconsultation techniquesand strategies which may help them to improve their collocational competence in order to meet their present andfuture needs.
Aims
To make students aware of the notion and importance of collocations. To teach a number of frequent lexical collocations by means of datadriven learning techniques. To consolidate collocational knowledge through corpusbased activities. To promote autonomous learning by teaching how to use corpusbased techniques in productive tasks.
Contents
In order to achieve the 4 aims mentioned above, this module is divided into 4 different sections (Nation, 2001):
1. Introduction:
Introduction I: The notion of collocationsReading about collocations
Introduction II: Collocations and concordancers2. Noticing collocations:
Noticing collocations INoticing collocations II
3. Recycling collocations.
Learning Introduction I Reading Introduction II Noticing I Noticing II Recycling
Producing I Producing II
14/2/2015 Module 3: Learning collocations
http://www.ugr.es/~inped/exploringnewpaths/collocations/m3_0.htm 2/2
4. Producing collocations:
Producing collocations IProducing collocations II
Instructions
To accomplish module 3, read the different sections carefully and try to complete the different tasks according tothe information provided. There are 13 tasks:
8 Assignments (Tasks C, E, F, G, H, I, L, M)4 Tests (Tasks B, J, K, N)1 Forum activity (Task D)
Bibliography
Bahns, J. 1993. "Lexical collocations: a contrastive view". English Language Teaching Journal , 47, 5663.
Fontenelle, T. 1994. “What on earth are collocations?”. English Today , 40, 10 (4): 4248.
Lewis, M. (ed). 2000. Teaching Collocation. Further Developments in the Lexical Approach . Hove: LanguageTeaching Publications.
McCarthy, M. and O'Dell, F. 2005. English Collocations in Use . Cambridge: Cambridge University Press.
Nation, P. 2001. Learning Vocabulary in Another Language . Cambridge: Cambridge University Press.
Nesselhauf, N. 2005. Collocations in a Learner Corpus . Amsterdam: John Benjamins.
Sinclair, J. 1991. Corpus, Concordance, Collocation . Oxford: Oxford University Press.
Woolard, G. 2005. Key Words for Fluency. Learning and Practising the Most Useful Words of English . London:Thomson.
ADELEX Research Group