Teaching in Chunks: Facilitating English Proficiency
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With a trend toward the extension of vocabulary range and a well-deserved thanks to corpus linguistics, it is now increasingly accepted that language comprises a wide range of lexical chunks that the native speaker processes as prefabricated multi-word units such as collocations, idioms, and other fixed or semi-fixed expressions. However, there remains a lack of detailed description and practical strategies for collocational proficiency as a basis for understanding how chunking or collocational competence develops, despite the increasing amount written or spoken about the role of lexical chunks in vocabulary acquisition in the EFL context. This paper addresses some current issues in teaching English chunks and discusses the major methods and strategies for the learners in terms of the Lexical Approach. In addition, the importance of the teacher's role is emphasized based on the questionnaire presented, particularly for those interested in the development of lexical syllabi and incorporating grammar and vocabulary that facilitate student proficiency, as well as teacher proficiency. Finally, a few practical suggestions for teaching chunks and pedagogical implications are discussed.
Abstract
With a trend toward the extension of vocabulary range and a well-deserved thanks to corpus linguistics, it is now increasingly accepted that language comprises a wide range of lexical chunks that the native speaker processes as prefabricated multi-word units such as collocations, idioms, and other fixed or semi-fixed expressions. However, there remains a lack of detailed description and practical strategies for collocational proficiency as a basis for understanding how chunking or collocational competence develops, despite the increasing amount written or spoken about the role of lexical chunks in vocabulary acquisition in the EFL context. This paper addresses some current issues in teaching English chunks and discusses the major methods and strategies for the learners in terms of the Lexical Approach. In addition, the importance of the teacher's role is emphasized based on the questionnaire presented, particularly for those interested in the development of lexical syllabi and incorporating grammar and vocabulary that facilitate student proficiency, as well as teacher proficiency. Finally, a few practical suggestions for teaching chunks and pedagogical implications are discussed.
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