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Humanising Language Teaching If this article interests you, Pilgrims offers courses [ Editorial note: I would like to warmly thank * Michael Rundell who has, over four and a half years, written nearly thirty articles in this column which almost certainly makes him the most prolific HLT writer. Sadly for us HLT readers, heavy pressure of work has forced him to cut out some of the extra things he does, such as this column. I doubt whether I will be the only reader to regret his decision. Michael has agreed to write occasional pieces for HLT. ] * When you split an infinitive it makes such a marvellous “ crack” ! Below you will find two practical, corpus-based exercises that John Morgan has written for the heavily revised edition of Vocabulary, that Oxford University Press will be launching in Spring 2004. We need many more such exercises, devised by experienced methodologists, like John.
Aims
To show how corpus analysis can highlight patterns of grammar and meaning. Preparation Read the Notes below and make copies of the Tasksheet. If you and your class share the same mother tongue, be ready to help them find good translations for the phrases. In class Give the students copies of the Tasksheet. Tell them to complete the worksheet in groups of four, using dictionaries and any other reference material they have. Tell them to call you over when they need further help. As the students work, go round helping to clarify meaning, offering translations and contexts for the phrases. Tasksheet 1. Look through this phrase list:
Notes In Chapter 6 of Collins Cobuild's corpus-derived Grammar Patterns 1. Verbs (1998), "reciprocal verbs" are defined as those that "describe actions and processes in which two or more people, groups or things, do the same thing to each other, have a relationship, or are linked because they are participating jointly in an action or an event". They are used with either a plural subject and no object (We made contact. He and I battled it out.) or with a subject followed by with + object (I made contact with him. They made friends with her.). The definition combines meaning and grammar in a way that makes vocabulary learning highly effective, and enables us language teachers to introduce them as a memorable and learnable grouping to our students. It is a typical product of corpus lexicography, which uses computers to extract from examples of natural language not simply a meaning for a word or phrase, but the patterns associated with it. In the next activity (5.2.) we show what the output of a corpus search (often called a concordance) can look like, and how this output may be used in class.
Aims
To present and practice the language patterns associated with particular words and phrases. Preparation In class
Example concordance TEND TO ch Erm yeah but we don't tend to go very often because I mea quite far away Mm but I tend to like to save my money and sp the drift The thing is I tend to borrow things off Tim and he tend not to use names I tend to use direct names very little ght to bed Yeah What I tend to do is read or watch televisi s right Yeah the shops tend to open about eleven o'clock lly if I do buy bacon we tend to have it for a lunch you know six good glasses but we tend not to use them She was sayin couple of times and you tend to find that a lot of the Londo that a bit down or that tends to go back I don't quite know Acknowledgement The Example Concordance above was edited down from a CANCODE output cited in Spoken Language and Applied Linguistics, Michael McCarthy, Cambridge, 1998. |