Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Revising & Recycling Lexis IATEFL 2012 Glasgow
Transcript of Revising & Recycling Lexis IATEFL 2012 Glasgow
(cc) photo by Franco Folini on Flickr
(cc) photo by jimmyharris on Flickr
(cc) photo by Metro Centric on Flickr
Collocation - a combination of words that co-occur more often than would be expected by chance
Why focus on collocations?
Discuss in pairs
take a breath
bomb went off
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
about 30 essays written by advanced speakers
judged by native speakers
considerable difficulty in producing collocations
- lowest number of mistakes
- most mistake-prone
e.g. pay attention, fail an exam
e.g. exert control, perform a task
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
Weak Medium Strong
shrug your shoulders
honk your horn
fail a test
achieve a goal
reach a compromise
perform an experiment
make a mistake
see a film
Find your pair/Matching
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
Provide at least three collocations
Get students to translate whole expressions
Remind them that words do not correspond on word-for-word basis
Reconstruct the text
What does it stand for?
Correct the teacher
Revising & Recycling
Wang & Shaw, 2008
Drag & Drop
Cycle 1 & 2: