Practical ideas for teaching lexical chunks in a ... - ABCI 2012
Practical ideas for teaching lexical chunks in a ... - ABCI 2012
Practical ideas for teaching lexical chunks in a ... - ABCI 2012
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<strong>Practical</strong> <strong>ideas</strong> <strong>for</strong><br />
<strong>teach<strong>in</strong>g</strong> <strong>lexical</strong> <strong>chunks</strong><br />
<strong>in</strong> a communicative lesson
<strong>Practical</strong> <strong>ideas</strong> <strong>for</strong> <strong>teach<strong>in</strong>g</strong> <strong>lexical</strong><br />
<strong>chunks</strong> <strong>in</strong> a communicative lesson<br />
1. What are <strong>lexical</strong> <strong>chunks</strong>?<br />
2. Lexical Approach pr<strong>in</strong>ciples<br />
3. What is a communicative lesson?<br />
4. Lexical Approach X Communicative Approach<br />
5. <strong>Practical</strong> Ideas <strong>for</strong> <strong>teach<strong>in</strong>g</strong> <strong>lexical</strong> <strong>chunks</strong> <strong>in</strong> a communicative lesson<br />
6. Conclusion<br />
7. References
Lexical Chunks<br />
“Language consists not of traditional grammar and vocabulary but often of multiword<br />
prefabricated <strong>chunks</strong>.” (LEWIS, 1997)<br />
Different types of <strong>chunks</strong><br />
(THORNBURY, 2007)<br />
• Collocations (widely travelled, rich and famous, set the table)<br />
• Phrasal verbs (get up, log on, run out of)<br />
• Idioms, catchphrases and say<strong>in</strong>gs (get cold feet, as old as the hills, m<strong>in</strong>d your<br />
own bus<strong>in</strong>ess, takes one to know one)<br />
• Sentence frames (Would you m<strong>in</strong>d if...?, The th<strong>in</strong>g is... )<br />
• Social <strong>for</strong>mulae (see you later, have a nice day, yours s<strong>in</strong>cerely)<br />
• Discourse markers (frankly speak<strong>in</strong>g, on the other hand, I see your po<strong>in</strong>t)
Why are <strong>chunks</strong> so important?<br />
“Fluency is the result of acquisition of a large store of these fixed and semi-fixed<br />
pre-fabricated items which are available as the foundation <strong>for</strong> any l<strong>in</strong>guistic<br />
novelty or creativity.” (LEWIS, 1997)<br />
“A number of researchers have noticed that a lot of early language learn<strong>in</strong>g takes<br />
the <strong>for</strong>m of <strong>chunks</strong> (such as this-is-m<strong>in</strong>e, give-me and leave-me-alone). These are<br />
acquired as s<strong>in</strong>gle unanalysed units. The capacity to use these <strong>chunks</strong> <strong>in</strong><br />
conversational exchanges seems to be an important factor <strong>in</strong> develop<strong>in</strong>g fluency.”<br />
(THORNBURY, 1997)
Lexical Approach<br />
“Lexical approaches <strong>in</strong> language <strong>teach<strong>in</strong>g</strong> seek to develop proposals <strong>for</strong> syllabus<br />
design and language <strong>teach<strong>in</strong>g</strong> founded on a view of language <strong>in</strong> which lexis<br />
plays the central role.” (RICHARDS & RODGERS, 2001)
Lexical Approach Pr<strong>in</strong>ciples<br />
“Language consists of grammaticalized lexis, not <strong>lexical</strong>ized grammar”.<br />
(LEWIS, 1993)<br />
Holistic nature of language: “no step-by-step l<strong>in</strong>ear syllabus can be remotely<br />
adequate”. (LEWIS, 1993)<br />
“Language material should be text and discourse, rather than sentencebased.”<br />
(LEWIS, 1993)<br />
Input: “Listen<strong>in</strong>g, listen<strong>in</strong>g and more listen<strong>in</strong>g.” (LEWIS, 1993)<br />
Do you agree with such pr<strong>in</strong>ciples?<br />
Which one(s) do you prefer?<br />
“Students need to develop awareness of language to which they are<br />
exposed.” (LEWIS, 1993)<br />
“Accurate notic<strong>in</strong>g of <strong>lexical</strong> <strong>chunks</strong>, grammatical or phonological patterns<br />
all help convert <strong>in</strong>put <strong>in</strong>to <strong>in</strong>take.” (LEWIS, 1997)<br />
“It is exposure to enough suitable <strong>in</strong>put, not <strong>for</strong>mal <strong>teach<strong>in</strong>g</strong>, which is the key<br />
to <strong>in</strong>creas<strong>in</strong>g the learner’s lexicon.” (LEWIS, 1997)
What is a communicative lesson?<br />
“(CLT) An approach that aims to (a) make communicative<br />
competence the goal of language <strong>teach<strong>in</strong>g</strong> and (b) develop<br />
procedures of the four language skills that acknowledge the<br />
<strong>in</strong>terdependence of language and communication.” (RICHARDS and<br />
RODGERS, 2001)<br />
“The Communicative Approach <strong>in</strong> language <strong>teach<strong>in</strong>g</strong> starts from a<br />
theory of language as communication. The goal of language<br />
<strong>teach<strong>in</strong>g</strong> is to develop what Hymes (1972) referred to as<br />
‘communicative competence’.” (RICHARDS and RODGERS, 2001)
Grammatical<br />
Competence<br />
Discourse<br />
Competence<br />
Sociol<strong>in</strong>guistic<br />
Competence<br />
Strategic<br />
Competence<br />
Communicative<br />
Competence<br />
(CANALE & SWAIN, 1980)
Lexical Approach X CLT: True or False?<br />
“Phrasebook-type learn<strong>in</strong>g with the aquisition of syntax is ultimately<br />
impoverished: all <strong>chunks</strong> but no p<strong>in</strong>eapple.” (THORNBURY, 1998)<br />
“The Lexical Approach is more concerned than some communicative<br />
methods with output.” (THORNBURY, 1998)<br />
FALSE<br />
FALSE<br />
“There are as yet no sets of procedures to exemplify such an approach (LA) to<br />
language learn<strong>in</strong>g.” (HARMER, 2007)<br />
“The LA is not an approach, not <strong>in</strong> the strict sense, s<strong>in</strong>ce it lacks a coherent<br />
theory of learn<strong>in</strong>g and its theory of language is not fully enough elaborated to<br />
allow <strong>for</strong> ready implementation <strong>in</strong> terms of syllabus specification.”<br />
(THORNBURY, 1998)<br />
“Activities <strong>in</strong> CLT typically <strong>in</strong>volves students <strong>in</strong> a real or realistic<br />
communication, where the successful achievement of the communicative<br />
task they are per<strong>for</strong>m<strong>in</strong>g is not as important as the accuracy of their language<br />
use.” (HARMER, 2007)<br />
TRUE<br />
TRUE<br />
FALSE
“A focus on particles aims to sensitise learners to share mean<strong>in</strong>gs of a<br />
group such as carry on, drive on, hang on, go on and come on.”<br />
(THORNBURY, 2007)<br />
<strong>Practical</strong> Ideas<br />
(Grammatical Competence)<br />
•Teach<strong>in</strong>g phrasal verbs: Focus on particles
I gotta a feel<strong>in</strong>'<br />
That tonight's gonna be a<br />
Good night<br />
Tonight's the night<br />
Let's live it up<br />
I got my money<br />
Let's spend it up<br />
Go out and smash it<br />
Like Oh My God<br />
Jump off that sofa<br />
Let's get get off<br />
I know that we'll have a ball<br />
If we get down and go out<br />
And just loose it all<br />
I feel stressed out<br />
I wanna let it go<br />
Let's go way out spaced out<br />
And loos<strong>in</strong>g all control<br />
Fill up my cup<br />
Mazal tov<br />
Look at her danc<strong>in</strong>g<br />
Just take it off<br />
Let's pa<strong>in</strong>t the town<br />
We'll shut it down<br />
Let's burn the roof<br />
And then we'll do it aga<strong>in</strong><br />
Let's do it, And do it<br />
Let's live it up, And do it<br />
Let's do it 'cuz<br />
I gotta a feel<strong>in</strong>'<br />
That tonight's gonna be a<br />
good night<br />
Tonight's the night<br />
Let's live it up<br />
I got my money<br />
Let's spend it up<br />
Go out and smash it<br />
Like Oh My God<br />
Jump off that sofa<br />
Let's get get off<br />
Fill up my cup (Dr<strong>in</strong>k)<br />
Mazal tov (Le chaim)<br />
Look at her danc<strong>in</strong>g (Move it)<br />
Just take it off<br />
Let's pa<strong>in</strong>t the town<br />
We'll shut it down<br />
Let's burn the roof<br />
And then we'll do it aga<strong>in</strong><br />
I gotta a feel<strong>in</strong>g (Black eyed peas)<br />
Let's do it, And do it<br />
Let's live it up, And do it<br />
Here we come, Here we go<br />
We gotta rock<br />
Easy come, Easy go<br />
Now we on top<br />
Feel the shot<br />
Body rock<br />
Rock it don't stop<br />
Round and round<br />
Up and down<br />
Around the clock<br />
Monday, Tuesday<br />
Wednesday and Thursday<br />
Friday, Saturday<br />
Saturday and Sunday<br />
Get with us<br />
You know what we say<br />
Party every day<br />
What’s the mean<strong>in</strong>g of<br />
the particles <strong>in</strong> bold?
Live it up<br />
Spend it up<br />
Fill up my cup<br />
Go out<br />
Way out<br />
Spaced out<br />
Stressed out<br />
Jump off<br />
Get off<br />
Take it off<br />
Can you th<strong>in</strong>k of other<br />
examples?<br />
To exhaustion or depletion<br />
Completely/ entirely; Used as an<br />
<strong>in</strong>tensifier of the action of a verb<br />
No longer on, attached, or<br />
connected<br />
“Away”<br />
I drank it up <strong>in</strong> a gulp.<br />
My secretary will see you out.<br />
The supplies have run out.<br />
I'm off now, see you tomorrow.
•Teach<strong>in</strong>g Collocations<br />
puzzlemaker.com<br />
Across<br />
5. Let's go way out spaced out and los<strong>in</strong>g all ________<br />
6. If we get ________ and go out<br />
Down<br />
1. I feel ________ out<br />
2. Rock it, don't stop, round and round, up and down ________ the clock<br />
3. I wanna ________ it go<br />
4. I know that we'll have a ________
HAVE GET LOSE<br />
√ a nap<br />
√ a shot<br />
√ a clue<br />
√ a word<br />
√ alone<br />
√ sth be<br />
√ live<br />
√ down<br />
√ rid<br />
√ lost<br />
√ away<br />
√ over<br />
√ guilty<br />
√ like<br />
√ cold<br />
√ great<br />
√ faith<br />
√ one’s<br />
around lose get feel have let<br />
patience<br />
√ <strong>in</strong>terest<br />
√ one’s job<br />
LET FEEL AROUND<br />
√ one’s neck<br />
√ the world<br />
√ the table<br />
√ the corner
• Teach<strong>in</strong>g Collocations<br />
<strong>Practical</strong> Ideas<br />
(Grammatical Competence)<br />
Follow-up Activity<br />
1. When was the last time you had a ball?<br />
2. How often do you get down and ‘lose control’?<br />
3. Is it easy <strong>for</strong> you to let th<strong>in</strong>gs go?<br />
4. In which situations do you feel stressed out?<br />
5. How often do you work/ study around the clock?
<strong>Practical</strong> Ideas<br />
(Grammatical Competence)<br />
•Practice of grammar structures<br />
When <strong>teach<strong>in</strong>g</strong> tenses such as “Will” (or “Present Cont<strong>in</strong>uous”) <strong>for</strong> the future,<br />
focus on their use <strong>in</strong> a series of ‘archetypical utterances’, such as (HARMER,<br />
2007):<br />
I’ll give you a r<strong>in</strong>g, I’ll be <strong>in</strong> touch, I’ll see what I can do, I’ll be back <strong>in</strong> a<br />
m<strong>in</strong>ute.<br />
I’m see<strong>in</strong>g the doctor tomorrow morn<strong>in</strong>g, I’m meet<strong>in</strong>g my friends on Saturday<br />
night, I’m fly<strong>in</strong>g to London next week, I’m stay<strong>in</strong>g <strong>in</strong> a five-star hotel.
•Practice of grammar structures<br />
“We need the report <strong>for</strong> next Monday, tops.”<br />
I’ll see what I can do.<br />
“Don’t <strong>for</strong>get to tell me whether you’re com<strong>in</strong>g or not.”<br />
I’ll give you a r<strong>in</strong>g.<br />
“Hold on a second, ...”<br />
I’ll be back <strong>in</strong> a m<strong>in</strong>ute.<br />
“We’ll miss you.”<br />
I’ll be <strong>in</strong> touch.<br />
<strong>Practical</strong> Ideas<br />
(Grammatical Competence)<br />
I’ll give you a r<strong>in</strong>g I’ll be <strong>in</strong> touch<br />
I’ll see what I can do I’ll be back <strong>in</strong> a m<strong>in</strong>ute.
•Practice of grammar structures<br />
F<strong>in</strong>d someone who...<br />
1. Is see<strong>in</strong>g the doctor <strong>in</strong> the next two weeks.<br />
2. Is meet<strong>in</strong>g their friends on Saturday night.<br />
3. Is travel<strong>in</strong>g this month.<br />
4. Is hav<strong>in</strong>g people round <strong>for</strong> d<strong>in</strong>ner this week.<br />
5. Is work<strong>in</strong>g late tomorrow.<br />
Ask follow-up questions...<br />
<strong>Practical</strong> Ideas<br />
(Grammatical Competence)<br />
(“when are you go<strong>in</strong>g?”, “where are you stay<strong>in</strong>g?”, “why?”, “are you fly<strong>in</strong>g?”, etc)
I was wonder<strong>in</strong>g if I could see you <strong>for</strong> a moment.<br />
Can I have a word?<br />
I’m afraid I’m a bit tied up just now.<br />
<strong>Practical</strong> Ideas<br />
(Grammatical Competence)<br />
•Pronunciation – l<strong>in</strong>k<strong>in</strong>g sounds/ <strong>in</strong>tonation<br />
Polite Interruptions<br />
Backcha<strong>in</strong><strong>in</strong>g
•Dictogloss<br />
<strong>Practical</strong> Ideas<br />
(Discourse Competence)<br />
Dictogloss is a dictation activity where learners are required to reconstruct a short<br />
text by listen<strong>in</strong>g and not<strong>in</strong>g down key words, which are then used as a base <strong>for</strong><br />
reconstruction.
Reconstruct the text!<br />
<strong>Practical</strong> Ideas<br />
(Discourse Competence)<br />
A dictogloss is similar to a dictation, but <strong>in</strong>stead of _____ _____ what<br />
they hear _____ _____ _____, students listen to the whole passage, then<br />
work <strong>in</strong> groups or pairs to reconstruct the text. Students then compare<br />
their reconstruction to the orig<strong>in</strong>al text and discuss differences. A<br />
dictogloss _____ _____ ____ teens and adults and is useful <strong>for</strong> notic<strong>in</strong>g<br />
lexis <strong>in</strong> general. It allows <strong>for</strong> _____ students’ _____ of language patterns,<br />
_____ _____ mean<strong>in</strong>g and <strong>for</strong>m and fosters autonomy and listen<strong>in</strong>g skills.
<strong>Practical</strong> Ideas<br />
(Discourse Competence)<br />
As a follow-up, you can ask students to discuss some reflective questions, such as:<br />
1. Were you able to remember only the message or the whole expressions?<br />
2. Which strategies did you use to do the activity?<br />
3. Are you able to recall some of the expressions?<br />
4. Do you th<strong>in</strong>k you can use them <strong>in</strong> different contexts?<br />
“By encourag<strong>in</strong>g learners to observe and analyse language <strong>for</strong> themselves we are<br />
re<strong>in</strong><strong>for</strong>c<strong>in</strong>g their natural tendency and ability to make sense of language and to<br />
systematize it. We are encourag<strong>in</strong>g learners to learn <strong>for</strong> themselves.”<br />
(WILLIS & WILLIS, 1998)
<strong>Practical</strong> Ideas<br />
(Strategic Competence)<br />
• Mean<strong>in</strong>gful and personalized drill<strong>in</strong>g<br />
Discussion Language > Giv<strong>in</strong>g op<strong>in</strong>ions<br />
TEACH CHUNKS<br />
“One argument <strong>in</strong> favor of <strong>teach<strong>in</strong>g</strong> <strong>chunks</strong> is that ...”<br />
(it helps students become more fluent).”<br />
NOTICE LANGUAGE PATTERNS<br />
“One argument <strong>in</strong> favor of __________ is that ...”<br />
EXPOSE STUDENTS TO AUTHENTIC MATERIAL<br />
“One argument <strong>in</strong> favor of __________ is that ...”
ALL I’M SAYING IS THAT ...<br />
<strong>Practical</strong> Ideas<br />
(Strategic Competence)<br />
•Mean<strong>in</strong>gful and personalized drill<strong>in</strong>g<br />
“Language consists of grammaticalized lexis, not <strong>lexical</strong>ized grammar”.<br />
FAIR ENOUGH, BUT I STILL THINK THAT ...<br />
“So you th<strong>in</strong>k there shouldn’t be a l<strong>in</strong>ear syllabus.”
<strong>Practical</strong> Ideas<br />
(Strategic Competence)<br />
•Mean<strong>in</strong>gful and personalized drill<strong>in</strong>g<br />
“The LA is not an approach, not <strong>in</strong> the strict sense, s<strong>in</strong>ce it lacks a coherent<br />
theory of learn<strong>in</strong>g and its theory of language is not fully enough elaborated<br />
to allow <strong>for</strong> ready implementation <strong>in</strong> terms of syllabus specification.”<br />
THAT’S AN INTERESTING POINT<br />
I’VE NEVER REALLY THOUGHT ABOUT THAT<br />
IT’S HARD TO SAY
<strong>Practical</strong> Ideas<br />
(Strategic Competence)<br />
Agree<strong>in</strong>g Disagree<strong>in</strong>g<br />
I see what you mean. Oh, I wouldn’t say that.<br />
I suppose that’s true. I don’t know about that.<br />
That’s a good po<strong>in</strong>t. Well, I’m still not conv<strong>in</strong>ced.
• Register<br />
<strong>Practical</strong> Ideas<br />
(Sociol<strong>in</strong>guistic Competence)<br />
Which of the follow<strong>in</strong>g letters is<br />
<strong>for</strong>mal/ <strong>in</strong><strong>for</strong>mal? Why?
•Register > Dictation<br />
FORMAL<br />
Dear Laura<br />
Best regards<br />
Yours s<strong>in</strong>cerely<br />
<strong>Practical</strong> Ideas<br />
(Sociol<strong>in</strong>guistic Competence)<br />
INFORMAL QUITE INFOMAL<br />
See you<br />
Hello Laura<br />
Love<br />
Hi Laura<br />
Take care<br />
Bye <strong>for</strong> now<br />
Yours<br />
Best wishes<br />
Dear Laura
<strong>Practical</strong> Ideas<br />
(Sociol<strong>in</strong>guistic Competence)<br />
•Register > Mak<strong>in</strong>g <strong>in</strong>vitations and arrangements<br />
Mark these expressions <strong>for</strong>mal (F) or <strong>in</strong><strong>for</strong>mal (I):<br />
1. I’m writ<strong>in</strong>g you to <strong>in</strong>vite you to go to the c<strong>in</strong>ema.<br />
2. Would you like to go to the c<strong>in</strong>ema with me?<br />
3. I’m afraid I’m busy tomorrow.<br />
4. Un<strong>for</strong>tunately, I am busy tomorrow.<br />
5. Would it be convenient to meet on Friday even<strong>in</strong>g?<br />
6. What about meet<strong>in</strong>g outside Pizza World?<br />
7. I’d love to see the film.<br />
8. I would very much like to see the film.<br />
9. That would be wonderful.<br />
10. That sounds great.<br />
11. I look <strong>for</strong>ward to see<strong>in</strong>g you on Friday.<br />
12. See you on Friday.
Students write an <strong>in</strong>vitation us<strong>in</strong>g the <strong>chunks</strong> just seen. Then, they swap their<br />
<strong>in</strong>vites and write a reply to each other.<br />
<strong>Practical</strong> Ideas<br />
(Sociol<strong>in</strong>guistic Competence)<br />
•Register > Mak<strong>in</strong>g <strong>in</strong>vitations and arrangements > Follow-up activity<br />
If time allows, give students the opportunity to do some peer correction and<br />
even rewrite their texts.<br />
“The quantity of encounters with the items is a critical factor. (...) learners<br />
need exposure, and plenty of it, rather than rules.” (THORNBURY, 2007)<br />
“The more decisions the learner makes about a word, the greater the<br />
depth of process<strong>in</strong>g.” (THORNBURY, 2007)
•Register<br />
<strong>Practical</strong> Ideas<br />
(Sociol<strong>in</strong>guistic Competence)<br />
Watch a snippet from “The Big Bang Theory” with no sound.<br />
What happens <strong>in</strong> the scene? Is it a <strong>for</strong>mal or <strong>in</strong><strong>for</strong>mal situation?<br />
Watch the video aga<strong>in</strong>, with sound. Answer the follow<strong>in</strong>g questions:<br />
1. Why is Howard late?<br />
Because he’s work<strong>in</strong>g on a project.<br />
2. How do Sheldon and Missy know each other?<br />
They are tw<strong>in</strong> sibl<strong>in</strong>gs.<br />
3. Accod<strong>in</strong>g to Missy, why does Sheldon th<strong>in</strong>k she is isn’t funny?<br />
Because he th<strong>in</strong>ks she has no sense of humour.<br />
4. Why doesn’t Rajesh say his name?<br />
Because he’s shy.
The Big Bang Theory<br />
Season 1, episode 15<br />
S: Hello.<br />
L: Oh, hey buddy!<br />
S: Buddyyyyyyy...<br />
H: Sorry I’m late, I’m work<strong>in</strong>g on a project that may take me up on the next space<br />
shuttle...<br />
S: How can you be late, I wasn’t expect<strong>in</strong>g you at all.<br />
H: Nobody ever expects me, sometimes you just look and BAM! – Howard Wollowitz.<br />
M: Hey.<br />
L: Sheldon, are you gonna <strong>in</strong>troduce us... ?<br />
S: Oh, alright...this is Missy. Missy this is Leonard and Rajesh and you’ve already met Howard.<br />
M: It’s nice to meet you.<br />
L: Me too. You smell awesome.<br />
H: Yep.<br />
L: So, how do you two...know each other?<br />
M: Oh, he once spent 9 months with my legs wrapped around his head...<br />
L: Ahn, excuse me... ?<br />
S: She’s my tw<strong>in</strong> sister, she th<strong>in</strong>ks she’s funny, but frankly I’ve never been able to see it.<br />
M: It’s because you have no measurable sense of humor, Shelly.<br />
S: How exactly would one measure a sense of humour? A humourmometer?<br />
H: Well, I th<strong>in</strong>k you’re delightfully droll. Or as the French say, Très Drôle.<br />
M: Okay, so let me see if I got this. Leonard, Howard and… I’m sorry what was your name aga<strong>in</strong>?<br />
S: Rajesh.
The Big Bang Theory<br />
Season 1, episode 15<br />
S: Hello.<br />
L: Oh, hey buddy!<br />
S: Buddyyyyyyy...<br />
H: Sorry I’m late, I’m work<strong>in</strong>g on a project that may take me up on the next space<br />
shuttle...<br />
S: How can you be late, I wasn’t expect<strong>in</strong>g you at all.<br />
H: Nobody ever expects me, sometimes you just look and BAM! – Howard Wollowitz.<br />
M: Hey.<br />
L: Sheldon, are you gonna <strong>in</strong>troduce us... ?<br />
S: Oh, alright...this is Missy. Missy this is Leonard and Rajesh and you’ve already met Howard.<br />
M: It’s nice to meet you.<br />
L: Me too. You smell awesome.<br />
H: Yep.<br />
L: So, how do you two...know each other?<br />
M: Oh, he once spent 9 months with my legs wrapped around his head...<br />
L: Ahn, excuse me... ?<br />
S: She’s my tw<strong>in</strong> sister, she th<strong>in</strong>ks she’s funny, but frankly I’ve never been able to see it.<br />
M: It’s because you have no measurable sense of humor, Shelly.<br />
S: How exactly would one measure a sense of humour? A humourmometer?<br />
H: Well, I th<strong>in</strong>k you’re delightfully droll. Or as the French say, Très Drôle.<br />
M: Okay, so let me see if I got this. Leonard, Howard and… I’m sorry what was your name aga<strong>in</strong>?<br />
S: Rajesh.
• Role-play<br />
In groups of four, role-play the situation, us<strong>in</strong>g the clues below as a guide:<br />
Hey buddy<br />
I’m sorry, I’m late<br />
This is...<br />
It’s nice to meet you<br />
How do you two know each other?<br />
You have no sense of humor<br />
Let me see if I got this<br />
I’m sorry, what was your name aga<strong>in</strong>?<br />
<strong>Practical</strong> Ideas<br />
(Discourse Competence)
‘Holistic nature of language’<br />
(LEWIS, 1993)<br />
Integration and Interaction<br />
Sociol<strong>in</strong>guistic competence (greet<strong>in</strong>g <strong>in</strong> <strong>in</strong><strong>for</strong>mal situations)<br />
Grammatical competence (<strong>lexical</strong> items, pronunciation, <strong>in</strong>tonation)<br />
Strategic competence (how to check <strong>in</strong><strong>for</strong>mation)<br />
Discourse competence (re<strong>for</strong>mulation of a dialogue)
Last, but not least...<br />
• When correct<strong>in</strong>g students’ oral or written production, remember to<br />
re<strong>for</strong>mulate some utterances, <strong>in</strong> order to help them sound more natural.<br />
F<strong>in</strong>ish End up<br />
Arrive Show up<br />
Whatever Never m<strong>in</strong>d<br />
Wait Hold on<br />
Discover F<strong>in</strong>d out
Last, but not least...<br />
• Ask students to keep a ‘<strong>lexical</strong> book’, where they are go<strong>in</strong>g<br />
to record the new <strong>chunks</strong>.<br />
• The <strong>chunks</strong> should be organized around themes;<br />
• and contextualized <strong>in</strong> sentences/ examples.
• Fluency<br />
• Accuracy<br />
Conclusion<br />
• Autonomy (consciousness rais<strong>in</strong>g)<br />
• Improved language skills, specially listen<strong>in</strong>g<br />
• Integration
Rem<strong>in</strong>ders<br />
• Become more aware of phrase and collocations yourself<br />
• Make your students aware of phrases and collocations<br />
• Keep an eye on usefulness and be aware of overload<strong>in</strong>g students<br />
• Feed <strong>in</strong> phrases on a ‘little but often’ basis.<br />
• Introduce phrases <strong>in</strong> context, but drill them as short <strong>chunks</strong><br />
• Po<strong>in</strong>t out patterns <strong>in</strong> phrases<br />
• Ask students to keep written records of phrases/ <strong>chunks</strong><br />
• Re<strong>in</strong><strong>for</strong>ce, recycle and use the phrases<br />
• Expose students’ to authentic material
In trios, list 3 th<strong>in</strong>gs that you<br />
either learned or would like to<br />
highlight from this session.
References<br />
HARMER, Jeremy. 2007. The practice of English language <strong>teach<strong>in</strong>g</strong>. Pearson Longman.<br />
LEWIS, Michael. 1993. The Lexical Approach. Language Teach<strong>in</strong>g Publications.<br />
LEWIS, Michael. 1997. Implement<strong>in</strong>g the Lexical Approach. Language Teach<strong>in</strong>g Publications.<br />
RICHARDS; RODGERS. 2001. Approaches and methods <strong>in</strong> language <strong>teach<strong>in</strong>g</strong>. CUP.<br />
THORNBURY, Scott. 2008. How to teach speak<strong>in</strong>g. Pearson Longman.<br />
THORNBURY, Scott. 1998. The Lexical Approach: a journey without maps? In: MET, vol 7, no 4.<br />
THORNBURY, Scott. 2007. How to teach vocabulary. Pearson Longman.<br />
WILLIS & WILLIS. 1998. Challenge and change <strong>in</strong> language <strong>teach<strong>in</strong>g</strong>. Macmillan He<strong>in</strong>emann.
Thank you!<br />
Vania Ricarte Lucas<br />
vanricarte@hotmail.com