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  • had a baby
  • tell the difference
  • That'd be a first
  • run the risk of
  • He always puts himself first
  • What’s on?

cash flow

drowning in debt

wage freeze

pour your money down the drain

Conceptual Frames

multi-part verbs

aimlessly

continuously, at length

onto paper

from many to one

from one to many

completion

"Fluency is a natural consequence

of a larger and more phrasal

mental lexicon"

Paths to Proficiency

Leo Selivan

Money is Liquid

Defining the advanced level

  • command of grammar
  • reasonable vocabulary (receptive > productive)
  • can communicate in a variery of situations
  • Intermediate plateau

give (sb) a hand

have a word with

If I were in your shoes

from all walks of life

keep an eye on

give it a try / have a go

all K1 words

(shoes - K2)

Needs:

formulaic language

Conceptual metaphor

  • Wider range of vocabulary
  • Extend productive vocabulary use
  • Communicate more appropriately
  • Learner independence

Discourse markers

"Long time no see"

"See what I mean?"

"My point exactly"

"That'd be a first"

"Sorry to keep you waiting"

Lakoff & Johnson

  • very common in spoken language
  • help organise spoken text
  • do not fit any traditional category

Metaphors We Live By

"You know"

"I mean"

"well"

"in fact"

O'Keeffe et al (2007)

Health = Up

Sickness = Down

Argument = War

give (sb) a hand

have a word with

if I were in your shoes

from all walks of life

keep an eye on

give it a try / have a go

Difficult language?

50-70% of the proficient

language user production

consists of chunks

Improving

proficiency

all K1 words

(shoes - K2)

Boers & Demecheleer (1998)

The people behind the strike

The reason behind the crisis

The motive behind the crime

The assumption behind the theory

Life = Journey

Time = Money

Anger = Heat

"stored and retrieved whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar"

a lost cause

pick up the tab

I've never heard of her

in its own right

monosyllabic answers

I totally blanked out

to some extent

We enjoyed it immensely

go in for a dip

It got off to a bad start

It's all water under the bridge

Wray (2002: 9)

"the multi-word lexicon is at the heart of advanced level lexical knowledge"

from Lexical Grammar

(CUP, 2018)

fixed

shrug your shoulders

honk your horn

fail a test

medium-strength

perform an experiment

reach a compormise

O'Keeffe et al (2007:53)

make a mistake

weak

see a film

Collocational competence

  • very common (esp. in spoken language)
  • offer flexibility (creative use)
  • distinguish advanced from intermediate learners

Hill (1999)

"The ability to deploy a wide range of lexical chunks both accurately and appropriately is probably what most distinguishes advanced learners from intermediate ones."

Collocational errors

Why difficult?

Thornbury (2002:116)

  • about 30 essays written by advanced speakers

  • judged by native speakers

  • considerable difficulty in producing collocations

e.g. pay attention, fail an exam

Medium-strong collocations

- lowest number of mistakes

Medium-weak collocations

- most mistake-prone

Recommendations

e.g. exert control, perform a task

  • variety of uses - no logical connection
  • structural difference between L1 and L2

  • focus on the verb rather than particle

Dagut and Laufer (1985)

Nesselhauf (2005)

  • Noticing and recording patterns

  • Encourage L1 and L2 chunk-for-chunk comparisons rather than word-for-word translations

  • Use of monolingual dictionaries and corpus

around

away

down

in

out

up

Collocation use

Use of MPVs

From the new British Council course CiSELT

  • Learner at all levels produce far fewer collocations than NS

  • Errors persist even at higher levels

  • Errors mainly due to L1 transfer
  • Advanced language learners underuse particles

  • No similar lexical category in L1

  • Aspectual particles may seem redundant

Laufer & Waldman (2011)

Berman & Kupersmitt (2008)

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