Date: 15 March 2012

Theme: Lexical Chunking is a way of thinking about language which puts lexis in the centre of our attention rather than grammar. New ways of collecting data such as computer analysis of the language corpus has provided invaluable information about the meaning of words, their frequencies and their word partnerships just to name a few. The pedagogical implications for our teaching are immense and it is now finding its way into our coursebooks and other materials we use in our language classes. Raising awareness of chunks through learner training speeds up the learning process helps in more natural language use and can helps students to perform better in exams. In this session we will look at chunks, how to teach them, how to tweak our materials and  how to explore the available on-line resources.  

Watch a recording of the webinar: http://britishcouncil.adobeconnect.com/p4x9rjgvhm4/

About the speaker: Hania Kryszewska is a senior lecturer at the English Institute, University of Gdańsk, Poland, and EU Teacher Training College where she trains pre-service teachers. She is also a teacher trainer and trainer of trainers working mainly with Pilgrims Language Courses and University of Oxford. She is co-author of resource books: “Learner Based Teaching” OUP and a range of other books for teachers. Her new book (with Paul Davis) on lexical chunking “Company Words Keep” will appear in DELTA this month. For 6 years she has been the editor of HLT Magazine.  

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very much on my mind as of late. In fact, I am giving a workshop on using the lexical approach at our international teachers' conference at IH Prague on Sunday, March 4....

i really like the lexical approach and i think it's a great teaching method ( through chunks and collocations and problem solving tasks learners can become fluent in a short time indeed) but the question is how can the lexical approach help students in the exam, when students in some educational systems still have to sit for exams focusing on grammar, receptive tasks and accuracy? how does the lexical approach tackle testing?

While a student and a learner of English at univesrity, I met two British nationals. I talked to them in English. I asked them what they thought of my English. One of them said I spoke like a book. Now I realize that I used written English (written grammar) for spoken English (spoken grammar). I wonder what implications spoken grammar would have in language teaching in EFL situations. The teacher of English may simply bring about some sort of awarness within learners of spoken grammar. However, if leaners happen to get involved in communication with inner circle speakers of English, they need a deeper understanding of it.

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