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Revising & Recycling Lexis IATEFL 2012 Glasgow

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Leo Selivan

on 12 September 2014

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Transcript of Revising & Recycling Lexis IATEFL 2012 Glasgow

(cc) photo by Metro Centric on Flickr
(cc) photo by Franco Folini on Flickr
(cc) photo by jimmyharris on Flickr
(cc) photo by Metro Centric on Flickr
Leo Selivan
British Council
Collocation - a combination of words that co-occur more often than would be expected by chance
Why focus on collocations?
Discuss in pairs
V+N

Adj+N

N+(of)+N

Adv+Adj

V+Adv

N+V
take a breath

demanding job

knee injury

ridiculously cheap

talk freely

bomb went off
Collocation types
Learners do not have enough exposure

Learners need guidance

Learner L1 influences their production
Many words are used in a limited set of collocations and knowing these is part of what is involved in knowing the words.



Language knowledge is collocational
knowledge
about 30 essays written by advanced speakers

judged by native speakers

considerable difficulty in producing collocations
Collocation errors
Collocation errors
Medium-strong collocations
- lowest number of mistakes


Medium-weak collocations
- most mistake-prone
e.g. pay attention, fail an exam
e.g. exert control, perform a task
Nesselhauf (2005)
Nesselhauf (2005)
Learner at all levels produce far fewer collocations than NSs

Errors persist even at higher levels

Errors mainly due to L1 transfer
Laufer & Waldman (2011)
Allows learners process and produce language at a faster rate

Helps learners bridge the gap between receptive and productive knowledge

Difference between near synonyms often their collocational fields
More reasons
Weak Medium Strong
shrug your shoulders
honk your horn

bear resemblance
fail a test

achieve a goal
reach a compromise
perform an experiment

make a mistake

see a film
Recycling
Expanding collocations
Collocation pairs
Revisiting texts
Find your pair/Matching
Sorting collocations
Text summary
Guess the collocates (in teams)
collocations, chunks, formulaic language


6 - 16 encounters needed
1. At what level of proficiency are learners most likely to make collocational errors?

2. To what extent are learner’s errors caused by negative transfer from L1?

3. What type of collocations are most mistake-prone: strong, medium-strong, medium-weak or weak ?
Production of delexical verb + noun collocations

Learners’ mistakes similar despite vastly different L1s (Swedish and Chinese)

Mistakes caused by intralingual factors
do damage, take account of
Wang and Shaw (2008)
Guess the key word
Make up a story
Recall the collocates
Board race
Activity 1
Activity 2
Activity 3
Activity 4
Provide at least three collocations

Get students to translate whole expressions

Remind them that words do not correspond on word-for-word basis
perform
(a) function
(a) task
(an) operation
Activity 1
Activity 2
Activity 3
Activity 4
Extract chunks
Reconstruct the text
What does it stand for?
Correct the teacher
Revising & Recycling
Lexis
Cycle 2
Cycle 1
Cycle 3
Research
Lexis

Why recycle?
sharp eye
quick mind
famous painting
deadly weapon
scientific discovery
visual image
designer boutique
expensive restaurant
tourist attraction
industrial city
international journal
highest award
Activity 1
Activity 2
Activity 3
Activity 4
Nation, 2001
Wang & Shaw, 2008
bit.ly/GHBMyT
Drag & Drop
Contact
Email:
leo.selivan@britishcouncil.org.il

Cycle 1 & 2:
leoxicon.blogspot.com

Cycle 3:
TeachingEnglish website
http://tinyurl.com/revtexts
Full transcript