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TEACHING COLLOCATION provides further follow-up to THE LEXICAL APPROACH. It contains papers by a number of teachers and theoreticians interested in the practical classroom implications of incorporating collocation into everyday classroom teaching.
This book presents a comprehensive description of collocation, covering both the theoretical and practical background and the implications and applications of the concept as language model and analytical tool. It provides a definitive survey of currently available techniques and a detailed description of their implementation.
Collocations are both pervasive in language and difficult for language learners, even at an advanced level. In this book, these difficulties are for the first time comprehensively investigated. On the basis of a learner corpus, idiosyncratic collocation use by learners is uncovered, the building material of learner collocations examined, and the factors that contribute to the difficulty of certain groups of collocations identified. An extensive discussion of the implications of the results for the foreign language classroom is also presented, and the contentious issue of the relation of corpus linguistic research and language teaching is thus extended to learner corpus analysis.
This book highlights research that expands on our knowledge of second- language collocation acquisition. It presents original findings based on the largest collocation database to date, encompassing over 8,000 collocations: verb + noun, adjective + noun, and noun + noun. These collocations, collected from a one-million-learner corpus, were not confined to English as a foreign language (EFL) learners at a particular proficiency level, but also included learners at three levels. As such, the book provides a panoramic view regarding L2 collocation acquisition, not only in terms of learners’ acquisition of different types of collocations, but in terms of the developmental patterns in L2 collocation learning. One major discovery is that there is a collocation lag as learners’ proficiency levels rise, which is associated with vocabulary increase, in particular semantic domains—a remarkable insight for second-language acquisition researchers, English teachers and EFL learners alike. The findings reported shed new light on how collocations are acquired by EFL learners, offering guidance on how they can best be taught. In closing, the book discusses pedagogical aspects that arise from considering how learners can be helped with collocation learning.
Collocations and Action Research is a thorough investigation of both the theory and practice behind improving second language learners' vocabulary and fluency through the teaching of multi-word units of language. Taking these collocations as its focus, this book provides a clear and in-depth description of the cognitive processing language learners go through when producing speech in relation to them. Using the findings of a two-year action research study into improving learners' spoken fluency, Joshua Brook Antle also explores the practical sides of collocations, explaining how the research study was constructed and conducted. Orientating the findings within the larger field of second language acquisition, especially within the L2 classroom, the practical applications of the findings are then presented through a series of pedagogical tasks all focusing on collocations and productive fluency. Providing a template for how to conduct an action research study using both qualitative and quantitative research techniques, Collocations and Action Research will appeal to researchers interested in vocabulary and spoken fluency, as well as language instructors wanting to better understand the nature of vocabulary and spoken discourse.
Collocations are both pervasive in language and difficult for language learners, even at an advanced level. In this book, these difficulties are for the first time comprehensively investigated. On the basis of a learner corpus, idiosyncratic collocation use by learners is uncovered, the building material of learner collocations examined, and the factors that contribute to the difficulty of certain groups of collocations identified. An extensive discussion of the implications of the results for the foreign language classroom is also presented, and the contentious issue of the relation of corpus linguistic research and language teaching is thus extended to learner corpus analysis.
Seminar paper from the year 2006 in the subject Didactics for the subject English - Grammar, Style, Working Technique, grade: 2,3, University of Paderborn, language: English, abstract: The following paper deals with collocation, selection restriction and the teaching of the English verb grammar. The two main parts of the paper will be collocation which describes the syntactic relation of words, and selection restriction which describes the relationship between verbs and animated or non-animated subjects. The place they occupy in school will be analysed. So they should be investigated with a didactic view, but also linguistic aspects should not be completely disregarded, because it is very important especially for teachers to know which word goes together with which term and how to explain these relationships to their pupils. Both, the collocational and the selection restrictional aspect, will have their meaning explained. Then a description of how to use them and at least a few suggestions are given on how to teach collocation and selection restriction in school and how to impart their rules. Therefore, some different suggestions for teaching are given to make allowances for the student’s age and advancement. To amplify what has been explained an exception will be given: poetry as an intentional violation of these rules. The paper ends with a short summary and a final reflection.
One in five students are identified as speaking English as an Additional Language (EAL) and all teachers are highly likely to be teaching multilingual students in their classrooms. As our schools become more culturally and linguistically diverse, they must respond to the needs of the students in front of them, and this book provides a range of strategies and resources to ensure teaching is adaptive and responsive so that all learners thrive and fulfil their academic potential. At the heart of the book is developing an understanding of how languages are acquired and an awareness that all students, regardless of their current English language proficiency, need to be offered a challenging and supportive environment. Chapters offer: High-yielding, practical approaches and strategies to ensure that students are able to access content-appropriate lessons and simultaneously develop their language A plethora of resources and step-by-step examples, showcasing how explicit vocabulary and grammar learning can be context-based for the benefit of all learners Each teacher is positioned as a language teacher, with the responsibility of planning sessions where language is not perceived as an add-on, but as an integral and pivotal part. This book will empower you as an educator and ensure that your classroom is a language-aware and stimulating environment for your students. It will be essential reading for all secondary school educators and teaching assistants who support EAL students in mainstream lessons and are responsible for producing resources and implementing classroom strategies.
Based on two corpora: LOCNESS (Louvain Corpus of Native English Essays) and MLC (Non-English major Mainland Chinese Learner Corpus), this book explores the grammatical and lexical collocations of Chinese learner English. As one of the first systematic studies to investigate collocations in Chinese learner English based on learner corpora, this book provides significant implications for foreign language teaching and learning.
Voices and Practices in Applied Linguistics comprises a selection of original applied linguistics-based research on the theme of the diversity of Applied Linguistics and in Applied Linguistics. It is a unique collection of reflections and cutting-edge research relating to academic, policy and professional fields of Applied Linguistics, featuring chapters written by founders of the field, established researchers, and rising stars. This accessible, eclectic and forward-looking volume is significant both for research and practice. It highlights current globalised perspectives on diversity in language use and communication, across a variety of contexts, and with a rich mix of frameworks, methodologies and participants. Compiled and edited by a team of academic experts in the field, this edited collection will be of interest to established and emerging researchers in Applied Linguistics globally. It will also be relevant to language professionals, practitioners, and policy makers. The volume draws together papers from the 2017 British Association for Applied Linguistics (BAAL) conference, marking the 50th anniversary of its inaugural meeting. Founded in the mid-1960s, this UK-based professional association provides a forum for Applied Linguistics and its annual meeting brings together researchers and language professionals from across this field.
