Language Acquisition

Chunking

Posted on Updated on

So, what is so important about moving from vocabulary to adverbials phrases, complements and objects such as “on the way”, “one night”, “from outer space”, or even “a monster from outer space”? Here lie examples of chunking of words and the Lexical Approach. The principles of the Lexical Approach have been around since Michael Lewis published ‘The Lexical Approach’ in 1993.

The principles of the Lexical Approach have [been around] since Michael Lewis published ‘The Lexical Approach’ [20 years ago]. [It seems, however, that] many teachers and researchers do not [have a clear idea of] what the Lexical Approach actually [looks like] [in practice].

All the parts in brackets are fixed or set phrases. Different commentators use different and overlapping terms – ‘prefabricated phrases’, ‘lexical phrases’, ‘formulaic language’, ‘frozen and semi-frozen phrases’, are just some of these terms. We use just two: ‘lexical chunks’ and ‘collocations’.

‘Lexical chunk’ is an umbrella term which includes all the other terms. We define a lexical chunk as any pair or group of words which are commonly found together, or in close proximity.

‘Collocation’ is also included in the term ‘lexical chunk’, but we refer to it separately from time to time, so we define it as a pair of lexical content words commonly found together. Following this definition, ‘basic’ + ‘principles’ is a collocation, but ‘look’ + ‘at’ is not because it combines a lexical content word and a grammar function word. Identifying chunks and collocations is often a question of intuition.

Here are some examples.

Lexical Chunks (that are not collocations) 

by the way
up to nowupside

upside down

If I were you

a long way off

out of my mind

Lexical Chunks (that are collocations) 
totally convinced
strong accent

terrible accident

sense of humour

sounds exciting

brings good luck

This entry was posted in Education, Language Acquisition, Learning Strategy, Second Language Learning and tagged , , , , .

SIT TESOL – What I should teach, and how should I frame my objectives?

Posted on Updated on

Reflection on the Article

(365 words)

I would just like to reflect on an article with some of the sentences I picked out that I thought summed up the attitude to have in a teaching experience.

1. ‘The quality of that thinking (about objectives) is what makes the difference’.

Again, as I have said in my other reflections these sentences are great facts that if remembered would always pay dividends. I think that the amount of time you put in the amount of satisfaction you will get out of the class. There are many points to think about and you would only be letting yourself down. However, not only by thinking but also it is the degree of excellence, you can achieve from the quality.

2. ‘If I am thinking in terms of activities I am concerned with management. My focus is on giving directions and having everyone engaged’.

100 percent concentration in a class is hard but to have everyone engaged with clear objectives is able to be achieved. I mean that if the students have that focus and know what is to be done objectives can be reached. This also leads to management where the activity is set up properly and modeled and the students know what to achieve. That little bit of planning and giving direction can help so much.

3 ‘Fun doesn’t mean necessarily equal learning’.

This goes with number two that even though you have set the activity up correctly and it is fun, your clear objectives that the ‘students will be able to …..’. may have not been met.  This of course can be checked to see if you have reached your objectives. Just because they are laughing is their English any better than when they came in the door?

4. “Time tables are flexible and what’s important is that the students learn well, even if less is covered’.

This relates to a lesson plan that will have time on it. You think the lesson will take this long. However, again you don’t know how the students will act. You could find yourself teaching them and not achieving your goal of finishing your lesson plan. The important fact is: did they learn all the way through? 

This entry was posted in Language, Language Acquisition, Learning Strategy, Second Language Learning, Teaching, TEFL, TEFL Trainer, Thailand and tagged , , , , , , .