Try this quiz. There are 5 questions.....

1. WHAT´S NEW AND WHAT´S CHANGED IN ELT ?Vocabulary Development and the Four Skills: putting grammar in its place

2. Try this quiz. There are 5 questions.....

3. 1. ‘Corpus linguistics´ is: (a) the analysis of dead languages (eg Greek, Latin) (b) the analysis of collections of words using computers (c) the analysis of grammatical structures using computers

4. 2. ‘Polywords´ are: (a) words with many different meanings (b) words all derived from the same root word (c) phrases containing several words

5. 3. ´Collocations´ are: (a) words that frequently occur together (b) words that are synonymous but do not have exactly the same meaning (c) words that have no meaning but have a grammatical function

6. 4. Language is made up of: (a) grammatical structures joined together by vocabulary (b) vocabulary joined together by grammatical structures (c) grammatical structures

7. 5. Native speakers are ´good´ at their own language: (a) because they know all the grammar ´rules´ and structures and don´t have to think about them (b) because they know all the vocabulary (c) because they have memorized everything they say (and write)

8. cyberspace spin doctor website global warming Pentium sleaze remixes ethnic cleansing technophobe grunge cloning girl power upwardly-mobile hip-hop greenhouse effect embedded reporter How many of these recent words do you know ?

9. ‘Corpus linguistics’ is the study and analysis of these corpora of written and spoken texts, using a variety of programs (such as concordancers)

10. WHAT DO WE KNOW ABOUT ´WORDS´?

11. What is lexis ? • ·Words (push; exit; fruit) • ·Polywords (by the way; on the other hand) • ·Collocations/word partnerships (a tight corner; fast asleep; wide awake; an initial reaction; to assess the situation) • ·Institutionalized utterances/fixed expressions (I’ll see what I can do; It’s on the tip of my tongue; It’s not the sort of thing you think will ever happen to you.) • ·Sentence frames or heads (Considerable research has been done in recent years on…..)

12. The Longman Grammar of Spoken and Written EnglishD. Biber et al 2000Chart showing frequency (in thousands) per milion words

13. Bush and Blair call for NATO role Two Britons die in crash Norwich Union to axe 700 more jobs Police probe post vote fraud claims Police bid to thwart paedophiles Upbeat Howard dismisses UKIP Sky to launch free channels MP hits back at obesity report critics Teachers lack faith in Muslim schools Let poor smoke, says health secretary Big rise in civilian death inquiries Failed asylum seekers must work for no pay Windrush saga´s surprise triumph Key schools unit axed in shakeup Chile death verdict quashed Taxi drivers flout flag ban Recent Guardian headlines

14. Word FrequencyWhy is this important ?

15. ltop 3 words: 11.5% of all word tokens* ltop 10 words: 22% of all word tokens ltop 50 words: 37% of all word tokens ltop 100 words: 44% of all word tokens ltop 1000 words: 74% of all word tokens ltop 2000 words: 80% of all word tokens ltop 3000 words: 85% of all word tokens ltop 10000 words: 93% of all word tokens ___________________________________________________ Look at this sentence: He told her that he wanted to see her again. The sentence contains 10 tokens, and 8 types.

16. The ‘top’ 3 words: 11.5% lSpoken English: the I you lWritten English: the to and

17. The ‘Top’ 50 words: 37% the of and to a in that is was it for he as with be on I his at by had this not but from have are which her she or you they an were there been one all we their has would when if so no will him who

18. Words from the ‘Top’ 400-500 list problems feet sat parents shall today ask show business coming education poor ago certainly view stood months boy living countries rest usually hours start class difficult wife city bad minutes road longer police friends late started area death further table held area

19. Text analysis by word frequency 1 blue: top 1000 range green: top 2000 yellow: Academic red: off-list: Man attacks No 10 with sledgehammer A man was arrested today after attacking the Downing Street security gates with a sledgehammer police said The man thought to be in his 60´S is not thought to have caused much damage beyond scratching the paintwork on the gates Scotland Yard said the attack is not believed to be terrorist related The incident occurred at around number 6.20 amthis morning and was over in a matter of seconds The man was arrested by police on suspicion of causing criminal damage and taken to a central London police station where he remains Neither Tony Blair nor any of his family were in No 10 at the time of the attack as the prime minister was in his Sedgefield constituency in the north-east a Downing Street spokeswoman said

20. Text analysis by word frequency 2 177 dead as storms hit China The death toll from flooding and landslides in south-western China rose to 177 yesterday as the authorities warned of fresh storms. A week of torrential rain claimed 102 lives in Sichuan province and 75 in Chongqing. Fifty people are missing in the two areas, about 870 miles south-west of Beijing. The disasters have affected about 11 million people, with hundreds of thousands evacuated and about 10,000 sick or injured in Sichuan alone. More than 300,000 homes were damaged, and losses to crops and the local economy were estimated at £276m.

21. Text analysis by word frequency 2 177 dead as storms hit China The death toll from flooding and landslides in south western China rose to 177 yesterday as the authorities warned of fresh storms A week of torrential rain claimed 102 lives in Sichuan province and 75 in Chongqing Fifty people are missing in the two areas about 870 miles south west of Beijing The disasters have affected about 11 million people with hundreds of thousands evacuated and about 10,000sick or injured in Sichuan alone More than 300,000 homes were damaged and losses to crops and the local economy were estimated at £276m

22. Text analysis by word frequency 3 The Story of Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks.  She  went for a walk in the forest.  Pretty soon, she came upon a house.  She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry.  She tasted the porridge from the first bowl.  "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said. So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up.

23. Text analysis by word frequency 3 The Story of Goldilocks and the Three Bears Once upon a time there was a little girl named Goldilocks She went for a walk in the forest Pretty soon she came upon a house She knocked and when no one answered she walked right in At the table in the kitchen there were three bowls of porridge Goldilocks was hungry She tasted the porridge from the first bowl This porridge is too hot she exclaimed So she tasted the porridge from the second bowl This porridge is too cold she said So she tasted the last bowl of porridge Ahhh this porridge is just right she said happily and she ate it all up

24. The importance of vocabulary ·2000 words is recognised as the absolute minimum a language learner needs – the ‘survival’ level • ·‘Knowing’ 2000 words means that about 80% of a text will be understood (or 1 in 5 words will be unknown) • ·‘Knowing’ 10,000 words means that 93% of a text will be understood – this is the ideal target for a language learner

25. What are the implications ? • Vocabulary development is the key to communication – NOT grammar !!!!!

26. Targets: • 8th grade: 2000 words • 12th grade: 5000 – 6000 words

27. Thoughts and Questions This is something that ´squares´ with my own thinking This is something that´s still going round and round in my head These are three things I´m going to ´take away´ and try to learn more about

28. CollocationWhat is it and why is it important ?

29. The 5 important types of collocation • adjective + nouneg: fatal accident, golden opportunity • verb + nouneg: accept responsibility, undermine (my) self-confidence • noun + verbeg: the gap widened, a fight broke out • adverb + adjectiveeg: highly desirable, potentially embarrassing • verb + adverbeg: discuss calmly, lead eventually to Hill J and Lewis, M(1996) Dictionary of Selected Collocations Language Teaching Publications

30. CollocationWhat do you know about the word ‘cause’ ? According to one of the largest corpora, 90% of the things ‘caused’ are negative: • cause embarrassment • cause havoc • cause chaos • cause distress • cause pain to

31. Teaching the whole, not a part

32. Collocation A busy shop.  A crowded shop.  A busy day at work.  A crowded day at work.  He made a goal.  He scored a goal.  An aggressive dog.  An aggressive person.  A violent person.  A violent dog. 

33. Thoughts and Questions This is something that ´squares´ with my own thinking This is something that´s still going round and round in my head These are three things I´m going to ´take away´ and try to learn more about

34. LexicographyWhy is this important ?

35. How words are used todaygiant 1mainly journalism a very large and successful company: the Dutch electronics giant Philips ▪ the giants of European soccer 1a used to refer to someone who is very successful and important, especially in the arts: giants of the keyboard such as Rachmaninov 2an imaginary person in stories, who is extremely tall, strong, and often evil 2a a man who is much taller and stronger than most men Macmillan English dictionary for advanced learners 2002

36. Thoughts and Questions This is something that ´squares´ with my own thinking This is something that´s still going round and round in my head These are three things I´m going to ´take away´ and try to learn more about

37. WHAT DO WE KNOW ABOUT LANGUAGE ?

38. Lexico-grammar • chicken farmer kill • hunter lion kill • Hunter kill lion. • Lionom huntero kill.

39. Meaning, not rules: how lexico-grammar works The old lady cried. The old lady stopped. The old lady put her bags on the bus. *The old lady put. *The old lady put her bags. The joke made my friend laugh. *The joke made. *The joke made my friend.

40. Meaning, not rulesMatch the sentence beginnings in Column A with the endings in Column B. How are you able to do this ?

41. Thoughts and Questions This is something that ´squares´ with my own thinking This is something that´s still going round and round in my head These are three things I´m going to ´take away´ and try to learn more about

42. THINKING ABOUT VOCABULARY DEVELOPMENT

43. How can we help our students ? “When we asked students back in the 1980’s about feelings on learning vocabulary, two-thirds of them said they were not taught enough words in class. Teachers seemed keen to teach grammar and pronunciation, but learning words - particularly words that they needed in everyday life - came a very poor third.” Vocabulary 2nd ed. (2004) Morgan J and Rinvolucri M p5 Introduction

44. “Our perception of a word can be affected by….. -its sound - the kinetic sensation of the lungs, throat, mouth, tongue, and nose, when saying the word - its tune - its pitch - its speed of enunciation - the other word company it keeps - its spelling - its shape on the page or screen - conventional associations: semantic and syntactic categories - literary associations (‘a pail of water’) - the associations the word has for the individual learner -the circumstances of meeting the word” Vocabulary p 6-7

45. Thoughts about learning vocabulary: • it is a branching process rather than a linear one(words are learnt in association with others) • it is an intensely personal process(associations depend on our past and present experience) • it is a social process, not a solitary one(we expand our understanding of meaning by interchanging and sharing with others) • it is not simply an intellectual process, but an experiential ‘hands-on’ process, too(language is not an object - it has to be incorporated within the learner)

46. How and why do we remember words ? Part 1 You are going to see a list of words. Look at them for 1 minute, but don´t write anything. Then try to write down as many of them as you can remember.

47. water life rabbit line home field ball dog apple sheep head hill picture year sky chock-a-block cloud horse shape pen wind pig cow foot door snow flower cat 28 words From A Way With Words 1, by Stuart Redman and Robert Ellis CUP 1989

49. How and why do we remember words ? Part 2 The next set of words are all the dictionary, but you´ve perhaps never seen them before. Once again, look at them for one minute, without writing anything. Then try to remember and write down as many as you can.

50. beamish geek pluvial thirl crewel fink genet kris smegma hanuman decurion miscible 12 words from Webster’s New World Dictionary 3rd ed 1996