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proficiency with lexis, words, and word combinations, and it is an alternative to traditional grammatical approach to second language acquisition.
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a quick meal) institutionalized utterances (e.g., Ill get it; Well see; Thatll do; If I were you; Would you like a cup of coffee?) sentence frames and heads (e.g., That is not as as you think; The fact/suggestion/problem/danger was), and text frames (e.g., In this paper we explore; Firstly; Secondly; Finally)
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Task 1
Look at this version of the introduction. What do the parts printed in bold in square brackets have in common?
The pqinciples of the Lexical Appqoach have [been aqound] since Michael Lewis published 'The Lexical Appqoach' [10 yeaqs ago]. [It seems, howeveq, that] RNA/ELD_IPGKBA2013 many teacheqs and
Explanation:
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Different commentators use different and overlapping terms - 'prefabricated phrases', 'lexical phrases', 'formulaic language', 'frozen and semifrozen phrases', are just some of these terms. We use just two: 'lexical chunks' and 'collocations'.
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'Lexical chunk'
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other terms. We define a lexical chunk as any pair or group of words which is commonly found together, or in close proximity. The acquisition of lexical chunks (e.g. Lets see, youre back home) allows children to become fluent in the use of language without worrying about the structure. All chunks are contextualized and should not be explicitly taught. Chunks are practised through activities; not through drilling. Grammatical structures are not explicitly taught.
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Idiom not in a month of Sundays Sentence heads Do you mind if I Sentence tails and so on Sentence stems It cant be helped Polywords - of course, as well as Multiword verbs look after, run out of Compounds cash flow, check-in
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terrible accident
sense of humour sounds exciting brings good luck
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Collocation
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There are several different types of collocation made from combinations of verb, noun, adjective etc. Some of the most common types are:
Adverb + Adjective:
completely satisfied (NOT downright satisfied) Adjective + Noun: excruciating pain (NOT excruciating joy) Noun + Noun: a surge of anger (NOT a rush of anger) Noun + Verb: lions roar (NOT lions shout) Verb + Noun: commit suicide (NOT undertake suicide) Verb + Expression With Preposition: burst into tears (NOT blow up in tears) Verb + Adverb: wave frantically (NOT wave feverishly)
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A theory of learning
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carry a pool of hundreds of thousands, and possibly millions, of lexical chunks in their heads ready to draw upon in order to produce fluent, accurate and meaningful language. How then are the learners going to learn the lexical items they need?
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Criticism :
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is its lack of a detailed learning theory. However, Lewis (1993) argues the Lexical Approach is not a break with the Communicative Approach, but a development of it.
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According to Lewis:
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and structures and then combining them, but by an increasing ability to break down wholes into parts. Grammar is acquired by a process of observation, hypothesis and experiment. We can use whole phrases without understanding their constituent parts.
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Schmitt (2000) :
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[lexical] chunks as individual wholes.' The mind is able to store large amounts of information in long term memory but its short term capacity is much more limited, when producing language in speech for example, so it is much more efficient for the brain to recall a chunk of language as if it were one piece of information. 'Figment of his imagination' is, therefore, recalled as one piece of information rather than four separate words.
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"Language is grammaticalised lexis, not lexicalised grammar"(Lewis 1993). In other words, lexis is central in creating meaning, grammar plays a subservient managerial role. If you accept this principle then the logical implication is that we should spend more time helping learners develop their stock of phrases, and less time on grammatical structures.
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Example :
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Chin : It's just a figment of his imagination. Has Chin accessed 'figment' and 'imagination' from his vocabulary store and then accessed the structure: it+to be+ adverb + article + noun + of + possessive adjective + noun from the grammar store? Or is it more likely that Chin has accessed the whole chunk in one go?
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Task 2
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(a) The Lexical Approach has had a strong . on me. (b) Carlos and Chin .. me to try out the Lexical Approach.
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Explanation
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that lexis and grammar are closely related. If you look at the examples above, you will see in (a) that 3 semantically related words - impact, influence, effect - behave the same way grammatically: have a/an impact/influence/effect on something. In (b) verbs connected with initiating action encourage, persuade, urge, advise etc all follow the pattern verb + object + infinitive. This kind of 'pattern grammar' is considered to be important in the Lexical Approach.
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attention to lexical features thought to be useful. they think will be useful for them.
self-directed', i.e. the students themselves select features explicit, e.g. when items in a text are highlighted. implicit e.g. when the teacher reformulates a student's text
(how reconstruction and reformulation can enhance noticing and practical suggestions for reformulating).
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learners achieve noticing of lexical chunks by combining a Language Awareness approach to learning with a Lexical Approach to describing language.
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Tomlinson (2003)
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Sums up the principles, objectives and procedures of language awareness approach as:
'Paying deliberate attention to features of language
in use can help learners to notice the gap between their own performance in the target language and the performance of proficient users of the language.
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( continues)
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becomes more noticeable in future input, so contributing to the learner's psychological readiness to acquire that feature.
themselves how language is typically used so that they will note the gaps and 'achieve learning readiness' [as well as independence from the teacher and teaching materials].
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( continues)
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than analytical and aim to involve the learners in affective interaction with a potentially engaging text. [That is, learners read a text, and respond with their own views and opinions before studying the language in the text or answering comprehension type questions.]
feature of the text, identify instances of the feature, make discoveries and articulate generalizations about its use.'
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