Context Developing Activities
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Context developing activities Submitted by TE Editor on 19 August, 2005 - 13:00 It is widel y recognized that second languag e (L2) mental lexicon must be indep enden t of its first language (L1) counterpart, if learners are to use the target language effectively and fluently. The purpose for the L2 vocabulary is to be stored in much the same way as L1, which has two significant implications: • learners do not access their L2 lexicon by means of translating and so can save processing time while improving their fluency and • L1 does not interfere and so the target language produced is more native-like. It is easy to observe that there is a whole area of functional language, usually in the form of fixed expressions or sentence frames, which is impossible to acquire on productive level unless learners have developed their own independent mental lexicons in L2. The reason is clear-cu t. These items cannot be efficien tly accessed through the proce ss of translating from L1 to L2. This is also true of other areas of vocabulary, such as some collocations or discourse markers. Take the word 'actually' for example which is very frequent in spoken English. Most learners' dictionaries give definitions which begin with 'used in/as/to ...' followed by a description of context in which the word usually occurs. This single fact suggests that learners may have to link certain items of vocabulary to context rather than anything else. Clearly, if we are to help the learners acquire independent L2 lexicons, we need to highlight the importance of the context in which the language naturally occurs. Once the idea of context playing a decisive role in the choice of language is firmly established, we can begin to introduce varieties of the language used in different contexts, such as cultural and regional, social or situational. However, the reality of L2 instruction heavily exploiting EFL materials rife with all too notorious fill-in exercises, where sentences are artificially constructed and/or lacking any context whatsoever is rather saddening. On the oth er han d, thi s feat ure of many cou rseb ook s pro vid es lea rners wit h ple nty of opp ort uni tie s to dev elop the ir own conte xt for the lan gua ge pre sent ed. Her e are a few activities that can be used with this purpose. 1. Odd one out Write up an expression (eg. That's none of your business!) on the board and supply four different situations. The students have to identify in which situation the phrase would be inappropriate. You may follow it up with questions penetrating the context deeper and also expand the line into a short dialogue. 2. Brainstorming Write up an expression (eg. Hold on.) and have the students brainstorm situations in which the expression would be likely to occur. Then follow it up in the same way as with the previous activity. 3. Fill-in exercise Infamous fill-in exercises too can be adapted for use in context developing activities. First use
Transcript of Context Developing Activities
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Context developing activities
Submitted by TE Editor on 19 August, 2005 - 13:00
It is widely recognized that second language (L2) mental lexicon must be independent of its
first language (L1) counterpart, if learners are to use the target language effectively and
fluently. The purpose for the L2 vocabulary is to be stored in much the same way as L1,which has two significant implications:
• learners do not access their L2 lexicon by means of translating and so can save
processing time while improving their fluency and
• L1 does not interfere and so the target language produced is more native-like.
It is easy to observe that there is a whole area of functional language, usually in the form of
fixed expressions or sentence frames, which is impossible to acquire on productive level
unless learners have developed their own independent mental lexicons in L2. The reason is
clear-cut. These items cannot be efficiently accessed through the process of translating fromL1 to L2.
This is also true of other areas of vocabulary, such as some collocations or discourse markers.
Take the word 'actually' for example which is very frequent in spoken English. Most learners'
dictionaries give definitions which begin with 'used in/as/to ...' followed by a description of
context in which the word usually occurs. This single fact suggests that learners may have to
link certain items of vocabulary to context rather than anything else.
Clearly, if we are to help the learners acquire independent L2 lexicons, we need to highlight
the importance of the context in which the language naturally occurs. Once the idea of context
playing a decisive role in the choice of language is firmly established, we can begin to
introduce varieties of the language used in different contexts, such as cultural and regional,
social or situational. However, the reality of L2 instruction heavily exploiting EFL materials
rife with all too notorious fill-in exercises, where sentences are artificially constructed and/or
lacking any context whatsoever is rather saddening.
On the other hand, this feature of many coursebooks provides learners with plenty of
opportunities to develop their own context for the language presented. Here are a few
activities that can be used with this purpose.
1. Odd one outWrite up an expression (eg. That's none of your business!) on the board and supply four
different situations. The students have to identify in which situation the phrase would be
inappropriate. You may follow it up with questions penetrating the context deeper and also
expand the line into a short dialogue.
2. Brainstorming
Write up an expression (eg. Hold on.) and have the students brainstorm situations in which the
expression would be likely to occur. Then follow it up in the same way as with the previous
activity.
3. Fill-in exerciseInfamous fill-in exercises too can be adapted for use in context developing activities. First use
7/27/2019 Context Developing Activities
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A: Do you always say "no" to everything?
B: No... I'd better be going.
Unlike the first three activities which, depending on the expression, may be easily adapted for
any levels, the last activity in particular should be attempted only with intermediate+ students
as it requires a high degree of understanding the language input and ability to respond quicklywhen challenged by other students. In return, however, it provides ample opportunity for
engaging discussion in which the students slowly expand and fine-tune their story so that it's
coherent with the language presented.
Jiri Brazda, teacher, Czech Republic
