Problems and possibilities when teaching lexically

Hugh DellarHeinle Cengage / The University of Westminster

Problems!1 The lexical nature of

languageWe learn and use language as chunks –

grammaticalised bits of lexis – NOT grammar with words slotted in.

This view of language has serious implications for classroom practice!

2 The problem of what – and how - to teach

Traditionally, tenses plus conditionals plus modals, etc. – which are supposedly more generative.

The lexicon is vast and hard to syllabus.

Current methodology is PPP, which for chunks is impossible.

3 A focus on lexis can mean tedium:

– read, notice, learn, listen, notice, learn!

4 Level can prove very tricky as well.

– collapse vs. undermine

– rent a house, sell a house, buy a house, do a house up, own a house, etc.

5 Resistance to the new

Syllabus designers shy away from the new and not yet understood

Problems with testing

The new needs a chance of mindset when it comes to training.

6 Teachers also need to change

Teach students to do more with what they know!

rid / bite

vs. We should just get rid of it

Do you want to get a bite to eat?

7 Changing students’ mindsets!

Students think they need to speak more – and study more grammar. In reality, they need more input – and they need to notice language more!

Students may bemoan the perceived lack of grammar!

8 The killer questions

Questions about grammar are basically straightforward.

Why can’t I say I’ve been there last year?

Questions about lexis can be much harder to answer!

We need to get some milk. We haven’t got much left.

Come on! Hurry up. We haven’t got much time left.

Thirty pounds? That’s quite expensive! Well, at least for me!

I had a bit of a late night last night. Well, at least it was late for me.

I found London really hard for the first few weeks, but after that it was plain sailing.

The first few chapters were hard work, but after that it was plain sailing.

I know it’s expensive, but we are on holiday so let’s just splash out.

I know I shouldn’t have, but I splashed out on . . . some new shoes / a new iPod.

right in the centre of townout in Zone 5

at the top of the building

next to the tube station

behind the stadium

Possibilities!1 More lexically-rich materials

A move to a more input-oriented classroom

Language goals and noticing become more central

Books become more interesting!

2 Less time wasted on obscure grammar

Too much time is spent on forcing the accurate production of obscure items of grammar

The past and present simple dominate – and MUST be taught lexically

How long’ve you been doing that?

3 Lexis is more student-centred!

More language = more emphasis on what learners want to take from class

Topics NOT as a disguise for tense, but rather to explore what kind of input / output students will need in connection to them.

4 Lexis easier to connect to

Future continuous versus We don’t really get on very well

The passive versus My car got stolen

wallet

passport

5 Teaching lexically means really thinking about context

Not just a few extra words, but whole situations and co-texts

Lexis starts you thinking about content and predictability.

6 Tense-based teaching only teaches tense!

The tense-based way of looking at language makes conversation much harder for students

It omits a ton of crucial information.

7 Grammar is often more lexically restricted than we think

I was up till three last night …..-ing

I spent the whole weekend …..-ing

I’m having . . . . tonight.

As such, it’s more learnable!

8 More lexis = more grammar, not less!

The news comes against a backdrop of increased tension across the region.

We just carry on trying to do our jobs – against a backdrop of politically-motivated cuts!

The election is taking place against a backdrop of increasing instability.

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