Author: Michael Lewis Publisher: ISBN: 9781899396115 Category : Collocation (Linguistics) Languages : en Pages : 245
Book Description
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.
Author: G. Barnbrook Publisher: Springer ISBN: 1137297247 Category : Language Arts & Disciplines Languages : en Pages : 221
Book Description
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.
Author: Haiyan Men Publisher: Springer ISBN: 9811058229 Category : Education Languages : en Pages : 204
Book Description
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.
Author: Nadja Nesselhauf Publisher: John Benjamins Publishing ISBN: 9789027222855 Category : Language Arts & Disciplines Languages : en Pages : 352
Book Description
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.
Author: Frank Boers Publisher: Walter de Gruyter ISBN: 9783110196306 Category : Language Arts & Disciplines Languages : en Pages : 410
Book Description
Mastering the vocabulary of a foreign language is one of the most daunting tasks that language learners face. The immensity of the task is underscored by the realisation that it is not only single words but also numerous standardised phrases (idioms, collocations, etc.) that need to be acquired. There is thus a clear need for instructional methods that help learners tackle this task, and yet few proposals for vocabulary instruction have so far gone beyond techniques for rote-learning and familiar means of promoting of noticing. The reason for this is that vocabulary and phraseology have long been assumed arbitrary. The volumeoffers a long-overdue alternative by exploring and exploiting the presence of linguistic 'motivation' - or, systematic non-arbitrariness - in the lexicon. The first half of the volume reports ample empirical evidence of the pedagogical effectiveness of presenting vocabulary to learners as non-arbitrary. The data reported indicate that the proposed instructional methods can benefit when both the nature of the target lexis and the basic cognitive orientations of particular learners are taken into account. The first half of the book mostly targets lexis that has already attracted a fair amount of attention from Cognitive Linguists in the past (e.g. phrasal verbs and figurative idioms). The second half broadens the scope considerably by revealing the non-arbitrariness of diverse other lexical patterns, including collocations and word partnerships generally. This is achieved by recognising some long-neglected dimensions of linguistic motivation - etymological and phonological motivation, in particular. Concrete suggestions are made for putting the non-arbitrary nature of words and phrases to good use in instructed language learning. The volumeis therefore of interest not only to applied linguists and researchers in Second Language Acquisition/Foreign Language Teaching, but also to second and foreign language teaching professionals.
Author: Yvonne Müller Publisher: GRIN Verlag ISBN: 3638890406 Category : Language Arts & Disciplines Languages : en Pages : 41
Book Description
Seminar paper from the year 2006 in the subject English - Grammar, Style, Working Technique, grade: 2,3, University of Paderborn, 7 entries in the bibliography, 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.
Author: Luciana C. de Oliveira Publisher: Springer ISBN: 3030022455 Category : Education Languages : en Pages : 334
Book Description
This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.
Author: Joshua Brook Antle Publisher: Bloomsbury Publishing ISBN: 1350049883 Category : Language Arts & Disciplines Languages : en Pages : 280
Book Description
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.
Author: Michael Lewis
Author: G. Barnbrook
Author: Haiyan Men
Author: 
Author: Nadja Nesselhauf
Author: Frank Boers
Author: Yvonne Müller
Author: Luciana C. de Oliveira
Author: Joshua Brook Antle
Author: Elizabeth Walter