Making the leap from grammar to lexis Hugh Dellar National Geographic Learning / London Language Lab Hugh Dellar February 2016

How I got stuck in grammar 1 The CTEFLA - my induction 2 Coursebooks and reference books 3 PPP lessons, time-lines, concept questions, controlled practice

The rot sets in My experience of learning Indonesian Mary had left when Bill arrived 3 What am I doing?

The final straws 1 Michael Lewis and The Lexical Approach 2 Hye-Jung and the lift!

Why the leap is necessary 1 When we’re teaching grammar, we’re not teaching much! The toughest thing for students to grasp about grammar is the ways in which it’s lexicalised. If we don’t jump, we’ll die of boredom!

Some principles to teach by Examples are better than explanations “What does ‘rush’ mean?” to rush to be in a rush

Listen, I’d love to stop and talk, but I’m in a rush / hurry. My class starts in five minutes.

Why less isn’t more! 1 The longer example shows real-world usage - and gives students what they want to say. It shows the context AND gives the co-text. It allows students to learn as much as they are able Ironically, it provides far more exposure to grammar! It aids receptive understanding.

Listen, I’d love to stop and talk, but I’m in a ............... . Some implications 1 Denser classroom materials 2 Long live gap-fills! Listen, I’d love to stop and talk, but I’m in a ............... . My class starts in two minutes.

I don’t want to miss my train . 2. Ask questions about the language you’re teaching It provides space for students to fill. “Any other reasons why maybe I’m in a rush?” Listen, I’d love to stop and talk, but I’m in a rush . I’m meeting my girlfriend in a bit. I don’t want to miss my train .

3 Deal with the questions students ask YOU about language 1 Students often want differential meaning made clearer “Is a subsidy like a grant?”

The UK is angry about the subsidies French farmers get from the EU. They’ve cut state subsidies to public transport. The government still subsidies the mining industry quite heavily. The whole industry is still quite heavily subsidised. I got a research grant from the university. They’re thinking of cutting student grants.

Developing ourselves as LANGUAGE teachers 1 Use dictionaries to help you prepare Talk about language with your colleagues. Try to keep dictionaries OUT of the classroom.

Some DON’TS 1 DON’T try to teach every meaning of a word all at once. DON’T over-explain or try to explain why lexical items are the way they are. DON’T teach etymology! DON’T worry about saying “Because that’s what people say”!

Teach grammar as lexis How long’ve you been doing that, then? Not very long. Only a few weeks. Quite a long time. Maybe 4 or 5 years I’ve been meaning to do it for ages, but I just haven’t got round to it yet.

Show patterns Mike! Long time, no see. I know. I haven’t seen you for ages. So what’ve you been upto? Oh, I’ve been really busy . . . . . . working. . . . looking after the kids. . . . doing the new flat up. . . . finishing off my dissertation.

Get students to practise using the lexis. Which industries are most heavily subsidised in your country? How do you feel about that? Do students in your country get grants to study? Do the police in your country ever turn a blind eye to things? What? - Have you ever felt like a fish out of water? When?

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