Problems and possibilities when teaching lexically
Hugh DellarHeinle Cengage / The University of Westminster
Problems!1 The lexical nature of
languageWe learn and use language as chunks –
grammaticalised bits of lexis – NOT grammar with words slotted in.
This view of language has serious implications for classroom practice!
2 The problem of what – and how - to teach
Traditionally, tenses plus conditionals plus modals, etc. – which are supposedly more generative.
The lexicon is vast and hard to syllabus.
Current methodology is PPP, which for chunks is impossible.
3 A focus on lexis can mean tedium:
– read, notice, learn, listen, notice, learn!
4 Level can prove very tricky as well.
– collapse vs. undermine
– rent a house, sell a house, buy a house, do a house up, own a house, etc.
5 Resistance to the new
Syllabus designers shy away from the new and not yet understood
Problems with testing
The new needs a chance of mindset when it comes to training.
6 Teachers also need to change
Teach students to do more with what they know!
rid / bite
vs. We should just get rid of it
Do you want to get a bite to eat?
7 Changing students’ mindsets!
Students think they need to speak more – and study more grammar. In reality, they need more input – and they need to notice language more!
Students may bemoan the perceived lack of grammar!
8 The killer questions
Questions about grammar are basically straightforward.
Why can’t I say I’ve been there last year?
Questions about lexis can be much harder to answer!
We need to get some milk. We haven’t got much left.
Come on! Hurry up. We haven’t got much time left.
Thirty pounds? That’s quite expensive! Well, at least for me!
I had a bit of a late night last night. Well, at least it was late for me.
I found London really hard for the first few weeks, but after that it was plain sailing.
The first few chapters were hard work, but after that it was plain sailing.
I know it’s expensive, but we are on holiday so let’s just splash out.
I know I shouldn’t have, but I splashed out on . . . some new shoes / a new iPod.
right in the centre of townout in Zone 5
at the top of the building
next to the tube station
behind the stadium
Possibilities!1 More lexically-rich materials
A move to a more input-oriented classroom
Language goals and noticing become more central
Books become more interesting!
2 Less time wasted on obscure grammar
Too much time is spent on forcing the accurate production of obscure items of grammar
The past and present simple dominate – and MUST be taught lexically
How long’ve you been doing that?
3 Lexis is more student-centred!
More language = more emphasis on what learners want to take from class
Topics NOT as a disguise for tense, but rather to explore what kind of input / output students will need in connection to them.
4 Lexis easier to connect to
Future continuous versus We don’t really get on very well
The passive versus My car got stolen
wallet
passport
5 Teaching lexically means really thinking about context
Not just a few extra words, but whole situations and co-texts
Lexis starts you thinking about content and predictability.
6 Tense-based teaching only teaches tense!
The tense-based way of looking at language makes conversation much harder for students
It omits a ton of crucial information.
7 Grammar is often more lexically restricted than we think
I was up till three last night …..-ing
I spent the whole weekend …..-ing
I’m having . . . . tonight.
As such, it’s more learnable!
8 More lexis = more grammar, not less!
The news comes against a backdrop of increased tension across the region.
We just carry on trying to do our jobs – against a backdrop of politically-motivated cuts!
The election is taking place against a backdrop of increasing instability.
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