The Lexical Approach or the sad story of the dead rabbit

IATEFL-H Conference EgerOctober 2012Judit Rvszbalogrevesz@t-online.huThe Lexical Approach and its classroom implications, or the sad story of the dead rabbitLanguage as a huge substitution tableNoun/pronounauxiliaryverbRelative pronounNoun/pronoun

auxiliaryverbSHEYOUIBrad PittTom & JerryCinderellaWEMAYWILLSHOULDMUSTLLSEEKNOW DECIDESWIMWHENWHATWHY HOWWHOWEIHETHEYBILLSUSANMAYWILLSHOULDMUSTLLCANGOCOOKDO SINGHANGNonsense combinations likeHow they should do, what they should goSwim

2ILL 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 2Collocation 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.

Intertwining collocations550-80% of text is made up of chunks!The reason why youre 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 = SAJTHunglish: *Hes only 19 but he drives an own car.*She passed the driving test. *They suggested to go somewhere else.

Collocational competenceIs 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.

Listen to the radio looks limited whereas listen to + object seems unlimited. Which one is more generative?10Like 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 teachingTranslation is outVocabulary lists with L1 equivalents are outValue of learner creativity is questioned. Huge amounts of authentic inputAwareness raisingRote learning is backTeacher as language model and input providerWorking/ Playing with language corpora e.g. BNC and concordances

Although collocations change very fast, they are controlled by the native speaker community. Learner creativity should start at the level of combining chunks.12Rote learning is back!Collocations memory, jigsawGapped readingCorrecting textReconstructing text to make it personally meaningfulDictation key wordsCopying off-the wall-dictationDrillsLearning by heart, songs, poetry, tongue twisters, proverbs, etc.Mini narratives 5 nouns 5 verbsRecording formats, 5-5-1, LobsterGrouping collocations (have, put)

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

Retell your story in their words!Off the wall dictation14I have a close friend called Irene. Ive 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 dont have a lot in common we have quite different interests. We dont 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. Ive 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 dont have a lot in 6 we have quite different 7.. We dont 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 CorpusI did not want to touch her.I don't wanna lose touch with them now.Clare kept in touch with Annabel.He will touch everyone on the rawwhen the South Africans touch down at Kingston Airporta touch of elegance.

staying in touch is essential.had been out of touch since the first reporttrying to get in touch?a touch more deeplyIt was always touch and goHe has been in touch with GreenallsYes touch wood.

Collocation domino/memoryTRAFFICCYCLEPEDESTRIANRUSH PARKINGJAMLANEAREAHOURLOTStoring/revising vocabularyCatch the Miss the Get off theGet on theTake theBUSStoring/revising vocabularyBUSLANETIMETABLETERMINALROUTEPASS

VERYABSOLUTELYCLEVERDISAPPOINTINGIMPRESSIVEENJOYABLESTUPIDBRILLIANTDISASTROUSSUPERBHILARIOUSIDIOTICCLEVER, 2. BRILLIANT, 3. DISASTROUS, 4. DISAPPOINTING, 5. IMPRESSIVE, 6. SUPERB, 7. HILARIOUS, 8. ENJOYABLE, 9. STUPID, 10. IDIOTIC21The sad story of the dead rabbit

The body work or car body but it also applies to the engine. Mechanistic view of language.22The sad story of the dead rabbit

Taken apart, dissected and put together again?What we can learn by dissecting the rabbitWhat we cannot learn by dissecting the rabbit, movement, eating habits, mating behaviour, how it behaves in its natural environment. Imitate the rabbit!

Looking back, what concepts would you expect to see in the test?

Collocations being idiomatic, a selection of cartoons. 23Catching the bus

Making friends

Fan club

Half brother

Toasting the bride

SUMMARYDont fabricate, imitate!Obsessive grammar syndrome or OGS29Thank you for your attention! Have a good day!