Optimizing-a-Lexical-Approachto-Instructed-Second-Language-AcquisitionPPT課件

-,1,OptimizingaLexicalApproachtoInstructedSecondLanguageAcquisition,FrankBoers,-,2,Whatpartsoflanguageisthisabout?,-,3,Chunks(a.k.a.phrases,formulaicsequences,etc.),Fairtradecoffeemaybeafamiliarsightonsupermarketshelves,butanewstudyhasfoundtheBritishdonotpractisewhattheypreachwhenitcomestobuyingit.Whilemostpeopleclaimtotakesocialissuesintoconsideration,theirpurchasingbehaviourshowslittleevidenceofthis.Althoughthevastmajorityofconsumersbelievetheirchoicecouldmakeadifferencetocompaniesethicalpolicies,theyarestillfailingtoactontheirbeliefs.,-,4,Fairtradecoffeemaybeafamiliarsightonsupermarketshelves,butanewstudyhasfoundtheBritishdonotpractisewhattheypreach/whenitcomestobuyingit.Whilemostpeopleclaimtotakesocialissuesintoconsideration,theirpurchasingbehaviourshowslittleevidenceofthis.Althoughthevastmajorityofconsumersbelievetheirchoicecouldmakeadifferencetocompaniesethicalpolicies,theyarestillfailingtoactontheirbeliefs.,-,5,More“chunking”practice,Arethenumbersofboysandgirlsinourfamiliesreallydowntothetossofacoin?Infact,itsnotquitesosimple.Youasanindividualmayactuallyloadthedicetowardsasonoradaughterrightatconception.Especiallytheconditionofmotherscouldbeplayingapartaccordingtosomestudies.RuthMacewasinEthiopiawhenthatcountrywashitbyaseverefoodshortage.Aspartofastudyonnutritionshelookedatthebirthstatisticsofwomencaughtupinthecrisis:“Mothersthathadahigherbody-massindexweremorelikelytohaveboysthangirls.”Whythishappensisstillopentodebate.ValerieGrantsaysdominanceinpersonalitymayalsotipthebalancetowardsmaleoffspring:“Ivecometonoticethatdominantwomentendtohavemoreboys.”,-,6,Arethenumbersofboysandgirlsinourfamiliesreallydowntothetossofacoin?Infact,itsnotquitesosimple.Youasanindividualmayactuallyloadthedicetowardsasonoradaughterrightatconception.Especiallytheconditionofmotherscouldbeplayingapartaccordingtosomestudies.RuthMacewasinEthiopiawhenthatcountrywashitbyaseverefoodshortage.Aspartofastudyonnutritionshelookedatthebirthstatisticsofwomencaughtupinthecrisis:“Mothersthathadahigherbody-massindexweremorelikelytohaveboysthangirls.”Whythishappensisstillopentodebate.ValerieGrantsaysdominanceinpersonalitymayalsotipthebalancetowardsmaleoffspring:“Ivecometonoticethatdominantwomentendtohavemoreboys.”,-,7,Plentyandvaried,collocations(mitacrime),social-routineformulae(e.g.Haveaniceday),discoursemarkers(e.g.Ontheotherhand),compounds(e.g.peerpressure),idioms(e.g.takeabackseat),standardisedsimiles(e.g.clearascrystal),proverbs(e.g.Whenthecatsaway),genre-typicalclichs(e.g.Publishorperish),exclamations(e.g.Youmustbekidding!)open-slotframes(e.g.ittakestimeforxto).,-,8,PrincipalfunctionofchunksinL1,ReceptiveandproductivefluencyAsamatterof_Ontheother_Throughthickand_Lastbutnot_ItwastwointhemorningandIwasstillwide_Thedifferencewasnotstatistically_Cf.genreanalysesbyK.KuiperCf.eyetrackingstudiesbyN.Schmittnotbyfocussingonindividualitems.Thekeyactivityischunkingoftexts.Lexisisarbitraryteachersmustnotwasteprecioustimeontryingtogiveexplanationsaboutchunks.“Why”questionsshouldbeansweredby“Thats-just-the-way-itis”answers.,-,15,Doesthatwork,then?,-,16,Learnerautonomy?,Set-up:Experimentalgroup:aschoolyearoftextchunkingControlgroup:sametexts,butnochunkingPost-test:bothgroupsunderlinechunksinanewtext.Results:Experimentalstudentsunderlinedsignificantlymorebitsoftext.Butnotmorechunks.Catch22:howcanyourecogniseachunkifyouhaventencountereditseveraltimesbefore?,-,17,Likelihoodofincidentalacquisition?,Incidentaluptakeofvocabularyisveryslow.Why?Requiresmultipleencounters(cf.PaulNation)InsufficientnoticingAnymorehopefulwhenitcomestochunks?Isagivenchunklikelytobefrequentenough?Arechunks(e.g.makeaneffort)likelytoattractattention?,-,18,Verb-nouncollocationsin120pagesofapopularnovel,Verb-nouncollocationsoccurringmorethanonce:makeapoint(p.10;61;90);makeamove(p.26;32;78);makesense(p.47;73;107);makeadecision(p.39;50);spendtime(p.71;88);payattention(p.91;119);tellthetruth(p.28;119).Verb-nouncollocationsoccurringonlyonce:completeamission(p.3);fulfilatask(p.3);bendthetruth(p.6);spendthenight(p.15);loseyourmind(p.18);seethepoint(p.21);clearyourthroat(p.22);speakyourmind(p.23);makeconversation(p.26);doyourduty(p.28);shakehands(p.32);practiseareligion(p.41);commitsuicide(p.44);wastetime(p.48);climbstairs(p.52);payaprice(p.54);takenotice(p.59);havingalaugh(p.63);dotherightthing(p.63);readyourmind(p.75);makeastart(p.82);givepause(p.85);makeanimpression(p.90);doyourbest(p.92);shedlight(p.94);serveapurpose(p.94);makeastatement(p.100);makenodifference(p.101);paytribute(p.102);spendtheevening(p.103);watchTV(p.105);haveadrink(p.107);crackajoke(p.112);takealook(p.119);takeapicture(p.119).,-,19,Eye-tracking,Eye-trackingexperimentProcedure:comparisonofreadingbehaviourrealwordsversuspseudowordse.g.pushboundaries.versus.pushpaniplines.Results:longercontemplationofpseudowordsBut:NOevidenceofanyattentiontoimmediatelyprecedingorsucceedingwords(i.e.potentialcollocates),-,20,Butsurelychunksattendedtoinclassstandagoodchanceofretention?,Hmm.Treatment:-experimentalgroups:aschoolyearoftextchunking-controlgroups:sametexts,nochunkingPost-tests:speakingtasks;chunk-countsbyblindjudgesResults:NOdifferentialuptakefromthecoursematerials!(infact,verylimiteduptakealtogether),-,21,Nowwhat?,-,22,Letteachersdowhattheyaregoodat:teach!,DosomethingwiththechunksencounteredinclassHelpstudentsrememberthroughelaboration,-,23,Pathwaysforelaboration?,-,24,Firstportofcall:exploitingimagery,-,25,Example,Whatdomainofexperiencedoyouthinkthefollowingidiomcomesfrom?“toshowsomeonetheropes”,Prison/tortureBoats/sailingGames/sports,-,26,Feedback:,anovicesailorneedstobetaughtbyaexperiencedsailorwhichropesheshouldhandle,-,27,Whatdomainofexperiencedoyouthinkthefollowingidiomcomesfrom?“tocutnoicewithsomeone”,Boats/sailingGames/sportsFood/cooking,-,28,Feedback:,Iceskating:ifthebladesofyourskatesaretooblunt,theywillnotcutintotheice,andso,-,29,Whatdomainofexperiencedoyouthinkthefollowingidiomcomesfrom?“tojumpthegun”,Jurisdiction/punishmentGames/sportsWar/aggression,-,30,Feedback:,Athletics:acontenderwhojumpsthegunsetsoffbeforethestartingpistolhasbeenfired.,-,31,Whatdomainofexperiencedoyouthinkthefollowingidiomcomesfrom?“torunthegauntlet”,food/cookinggames/sportsjurisdiction/punishment,-,32,Feedback:,Runningthegauntletusedtobeaformofpunishmentinthemilitaryinwhichthewrongdoerwasforcedtorunbetweentwolinesofmenarmedwithsticks,whobeathimashepassed.,-,33,Nextstage,Whatisthefigurativemeaningofthefollowingidiom:“toshowsomeonetheropes”,TodisclosethetruthtosomeoneTogivesomeoneaseverepenaltyToteachsomeonehowtodoatask,-,34,Nextstage,Whatisthefigurativemeaningofthefollowingidiom:“tocutnoicewithsomeone”,TohaveamisunderstandingTogetonwellwithsomeoneTomakenoimpressiononsomeone,-,35,Nextstage,Whatisthefigurativemeaningofthefollowingidiom:“tojumpthegun”,DefendsomeoneatyourownperilDosomethingbeforetheappropriatetimeBestartledbyanunexpectedevent,-,36,Nextstage,Whatisthefigurativemeaningofthefollowingidiom“torunthegauntlet”,RunawayfromyourhometownBeinapositionofpowerGothroughanunpleasanttreatment,-,37,consolidation,WhenIstartedworkinghereasanovice,nobodybotheredtoteachmehowthingsweredonearoundhere.,Ihadtofindoutallbymyselfhowtodomynewworkproperly.Youcouldsaythatnobodyshowedmethe_,-,38,consolidation,Scientistsarguethathighvoltagepowerlinesincreasetheriskofcancer,buttheirargumentscutno_withthebigbossesoftheelectricityindustry.,Thescientificevidencedoesnotseemtomakeanyimpressiononthem.,-,39,consolidation,Althoughwehadagreednottotellanyoneaboutmypregnancyuntilwewereabsolutelycertainaboutit,myhusbandjumpedthe_andtoldhisparentsstraightaway.,-,40,consolidation,Whenherfellow-studentsfoundoutshehadstartedarelationshipwithoneoftheirlecturers,shehadtoputupwithalotofverbalabuse.Herfellow-studentsreallymadeherrunthe_.,-,41,Summinguptheprocedure,Stageone:awarenessoftheoriginoftheidiomPurpose:dualcoding(associationwithimages)Stagetwo:figuringoutthemeaningoftheidiomPurpose:deepprocessing(fromimagetomeaning)Stagethree:consolidationStagefourtostagen:revision,-,42,Synopsisofexperiments,-,43,Doesithelp?,Controlgroup:1)MeaningMC2)Gapfill,Experimentalgroup:1)OriginMC2)GapfillExpCtrp.001,-,44,Acrosstheidiomboard?,Yes,butbelow-averagescoresincaseof:ExplanationslongerthanfivelinesCulture-specificsourcedomains(e.g.cricket),-,45,Whichsequencehelpsmost?,Control:Experimental:MeaningMC1)OriginMCOriginMC2)MeaningMCGapfill3)Gapfill72%81%p.01,-,46,Long-termeffect?,Gap-fillscoresaftertwo-yearlapsemean85%followedbyoriginMCgap-fillscoresoriginsscores:rs.8,-,47,Abitofadampeneronourenthusiasm:TroublesomestandarddeviationsCognitive-stylevariables?,-,48,Correlationanalyses,ImagercognitivestyleGap-fillscores?highimagers:mean78%lowimagers:mean72%p.05Sowhat?Letsfixthis,-,49,Whatdomainofexperiencedoyouthinkthefollowingidiomcomesfrom?“acarrot-and-stickmethod”,Religion/superstitionAnimals/wildlifeFood/cooking,-,50,Feedback:,Donkeyscanbeurgedonbydanglingacarrotbeforethemandatthesametimebyhittingthemwithastick.,-,51,Whatdomainofexperiencedoyouthinkthefollowingidiomcomesfrom?“tobeattheendofonestether”,Prison/tortureAnimals/wildlifeGames/sports,-,52,Feedback:,Atetherisaropethatisusedtorestrictthemovementofgrazingcattle.Oneendisfastenedaroundtheanimalsneckandtheothertoastake.,-,53,nomorecorrelationwithcognitivestylehighimagers:mean70%lowimagers:mean73%Hoorayforpictures?,-,54,Performancenewcohortvspreviouscohort?,MeaningMC:withoutpictures:mean77%withpictures:mean81%lookinggoodGap-fills:withoutpictures:mean75%withpictures:mean71.5%hmm,-,55,Semanticelaboration#structuralelaboration,Contemplatingapicture#Contemplatingpreciselexicalcomposition(“form”),-,56,Whatdomainofexperiencedoyouthinkthefollowingidiomcomesfrom?“togoforthejugular”,Entertainment/publicperformanceAnimals/wildlifeFood/cooking,-,57,Thejugularisavitalveininyourneck.Predators(e.g.lionsandtigers)tendtokilltheirpreybybitingintothisjugular.,-,58,Picture-superiorityeffect?,Doesthepicturedistract?,-,59,Within-subjectsexperiment,Matchedpairsofidioms,targetingunfamiliarcontentwords(e.g.trumps,tether,gauntlet,roughshod)HalfpresentedwithapictureResults:recollectioningapfillbetterafterpresentationwithoutpictorials(p.03)Afterpresentationwithpictorials:recollectionoftheconcept,butnottheword(violininsteadoffiddle;ropeinsteadofrein;throwinsteadoftossinthemiddleinsteadofhalfway,etc.),-,60,Anypathwaysforstructuralelaboration?,-,61,Motivationforlexicalcomposition?,Whysteerclearofratherthan“sailclearof”?Whycutandrunratherthan“cutandsailaway”?Whylefthighanddryratherthan“l(fā)eftupanddry”?,-,62,phonologicalmotivation?,e.g.rhyme:braindrain;fairandsquare;afatcat;horsesforcourses;aneagerbeaver;drunkasaskunk;whenthecatsaway,-,63,Scopeofrhyme?,Onlyabout2%oftheEnglishidiomrepertoireHmm.,-,64,Howaboutotherphonologicalrepetition?,Forexample:whyTimewilltellratherthan“Timewillshow”?Ittakestwototangoratherthan“Ittakestwotowaltz”?Alliteration,-,65,Scopeofalliteration?,About17%oftheEnglishidiomrepertoire,-,66,“Coverage”byalliteration+rhyme?,19%ofEnglishidiomsoverall23%offrequentEnglishidioms28%ofbinomials(chopandchange;partandparcel)41%ofsimiles(coolasacucumber;fitasafiddle),-,67,Alliterationacrossphraseology,Compounds:babyboom;babybuggy;babyblues;ballotbox;bargainbasementCollocations:tellatale;wagewar;commitacrime;makeamessvs.dodamageProverbs:curiositykilledthe;wheretheresawill;hewhopaysthe;thatsthewaythecookieDiscoursemarkers:firstandforemost;ItissafetosaythatExclamations:GoodGod!Trickortreat!Miscellaneous:bycommonconsent;asightforsoreeyes;publishorperish,-,68,Statisticalevidence?,-,69,On-linecollocationssamplerdata,Invitingstrongcollocates:Seek+sanctuary;settlement;solution,solace,solitude,support;asylym;advice.Lookfor+/s/-nouns?Only1(solution).Fulfil+function,fantasy,prophesy,life.Satisfy+/f/-nouns?None.,-,70,GoodoldGoogle,Fundamentallyflawed:1,130,000hitsFatallyflawed:851,000hitsBadlyflawed:143,000hitsBasicallyflawed:23,100hitsMortallyflawed:550hits,-,71,Multiworddictionaryentries,Beachbums,beerbelliesandthebigbang+B_+otherB_15%85%D_9%91%p.001+D+otherB_4%86%D_10%90%p.001,-,72,Moremultiworddictionaryentries,Peerpressureonpenny-pinchingpartypoopers+P_+otherP_14%86%T_8%92%p.001+T_+otherP_5%95%T_10%90%pNo-patsp.004,-,82,Experiment2,24paperslips:e.g.homephone;seabreeze,queenbee,rightsize;schoollunch,stormcloud,goodtaste,badluck.Sorting:assonancevs.unpatternedRecollection,-,83,Results,Immediaterecall:Assonantphrasesno-patspno-patspCtrlNo-pats:Exp=Ctrl,-,88,Summingup,Thechunk-learningtaskisformidableIncidentalacquisitionisboundtobeslowNoticinghastobecomplementedbyelaborationNon-arbitraryfeaturesofchunksprovidepathwaysforteacher-ledelaborationIfproductivemasteryistheaim,thenstructuralelaborationiscalledfor,-,89,Hightimeforquestionsthanks,-,90,Afterthoughtonidioms,-,91,Teachingidioms?!Youmustbekidding:theyrejusttheicingonthecake!,Well,no.Issueofcomprehension:evenwhenembeddedinexemplarycontext61%misinterpretations.Non-negligiblepragmaticfunctionsMorecommonthanyoumightthink:e.g.1/40instancesofapreposition=inanidiom.,-,92,Idiomsin120pagesofapopularnovel,Occurringmorethanonce:keep_atbay(p.21;28;31;55);onthesamewavelength(p.19,twice);_uptospeed(p.19;98);takethepiss(p.19;72;76);caughtonthewrongfoot(p.31;97);keepyouonyourtoes(p.41;78);callitaday(p.72,twice);cutthemustard(p.42;108).Occurringonce:laidatthedoorof_(p.1);theroughandtumbleoflife(p.1);Heknewitinhisbones(p.4);akingsransom(p.5);goneheadtohead(p.15);thenutsandbolts(p.19);thinontheground(p.20);stoppedinhertracks(p.21);offthehook(p.32);makeaface(p.32);wateroffaducksback(p.37);reapingwhatshedsown(p.37);forgoodmeasure(p.39);hammerhomeamessage(p.42);gonefaroutonalimb(p.42);runthegauntlet(p.45);keepingmeposted(p.45);offthewall(p.46);setthewheelsinmotion(p.47);downtheline(p.47);screamingfromtherooftops(p.48);putmyreputationontheline(p.48);eyeballtoeyeball(p.52);thebottomline(p.53);bytheskinofhisteeth(p.62);forasong(p.62);forpeanuts(p.62);rubshoulderswith(p.62);ontrack(p.63);fitthebill(p.67);onaplatter(p.68);runoutofsteam(p.69);keepingtabson(p.70);keeponatightleash(p.70);atsea(p.71);playthefield(p.72);astayofexecution(p.75);upyourstreet(p.75);cutbothways(p.79);hotontheirheels(p.79);raisethestakes(p.80);makethegrade(p.85);putyourfootinit(p.88);choppingandchanging(p.91);abonetochewon(p.93);makeheadway(p.94);rattlingtheirsabres(p.97);getuptospeed(p.98);atfacevalue(p.98);hangouttodry(p.98);hiddenagenda(p.98);ontheground(p.99);onthepage(p.99);coveryourback(p.99);runyourselfintotheground(p.103);fireonallcylinders(p.105);haveyourwitsaboutyou(p.105);footlooseandfancyfree(p.106);carryatorchforsomeone(p.106);makeadentinsomething(p.107);lookforaneedleinahaystack(p.108);getyourhandsonsomething(p.108);keep_atarmslength(p.110);notgiveatoss(p.113);getinontheact(p.113);shootyourmouthoff(p.113);putyouroarin(p.115);notmissatrick(p.116);getyourheadaroundsomething(p.117).,-,93,Alsoawindowonculture,-,94,E.g.AbundanceofidiomsfromseafaringinEnglish,SteerclearofsomethingOncourseforsomethingAllhandsondeckInthedoldrumsOnanevenkeelMisstheboatLearntheropesPlainsailing,ShowyourtruecoloursAsteadyhandonthetillerBelefthighanddryWalktheplankRunatightshipWithflyingcoloursWhenyourshipcomesinClearthedecksEtc.,-,95,Crosslinguisticvariation,SAILINGidioms:EnglishFrenchGARDENINGidioms:EnglishFrenchFOODidioms:FrenchEnglish,-,96,Productivityofsourcedomainsacrosslanguages,SOURCEDOMAINagriculturewar&aggression(e.g.,Breakranks)Etc.,-,97,-,98,Somereferences,Boers,F.,J.Deconinck&S.Lindstromberg(forthcoming)Choosingmotivatedchunksforteaching.In:S.DeKnop,F.BoersandT.DeRycker(eds.),FosteringLanguageTeachingEfficiencythroughCognitiveLinguistics.Berlin/NewYork:MoutondeGruyter.Stengers,H.,F.Boers,J.EyckmansandA.Housen(forthcoming)Doeschunkingfosterchunkuptake?In:S.DeKnop,F.BoersandT.DeRycker(eds.)Godfroid,A.,A.HousenandF.Boers(forthcoming)AprocedurefortestingtheNoticingHypothesisinthecontextofvocabularyacquisition.In:M.PtzandL.Sicola(eds.)InsidetheLearnersMind:CognitiveProcessingandSecondLanguageAcquisition.AmsterdamandPhiladelphia:JohnBenjamins.Boers,F.andS.Lindstromberg(2009)Optimizingalexicalapproachtoinstructedsecondlanguageacquisition.Basingstoke:PalgraveMacmillan.Boers,F.,A.Piquer,H.StengersandJ.Eyckmans(2009)Doespictorialelucidationfosterrecollectionoffigurativeidioms?LanguageTeachingResearch13(4).Lindstromberg,S.andF.Boers(2008)TeachingChunksofLanguage:fromnoticingtoremembering.Theresourcefulteacherseries.HelblingLanguages.Lindstromberg,S.&F.Boers(2008)Phonemicrepetitionandthelearningoflexicalchunks:Themnemonicpowerofassonance.System36(3).Lindstromberg,S.&F.Boers(2008)Themnemoniceffectofnoticingalliterationinlexicalchunks.AppliedLinguistics29(2):200-222.Boers,F.&S.Lindstromberg(eds.)(2008)CognitiveLinguisticApproachestoTeachingVocabularyandPhraseology.Berlin/NewYork:MoutondeGruyter.BoersF&S.Lindstromberg(2008)Howcognitivelinguisticscanfostereffectivevocabularyteaching.In:Boers,F.&S.Lindstromberg(eds.),1-61.Boers,F.,S.Lindstromberg,J.Littlemore,H.StengersandJ.Eyckmans(2008)Variablesinthemnemoniceffectivenessofpictorialelucidation.In:Boers,F.&S.Lindstromberg(eds.),189-116.Boers,F.&S.Lindstromberg(2008)Structuralelaborationbythesound(andfeel)ofit.In:Boers,F.&S.Lindstromberg(eds.),329-353.Boers,F.&H.Stengers(2008)AquantitativecomparisonoftheEnglishandSpanishrepertoiresoffigurativeidioms.In:Boers,F.&S.Lindstromberg(eds.),355-373.Boers,F.&S.Lindstromberg(2008)Fromempiricalfindingstopedagogicalpractice.In:Boers,F.&S.Lindstromberg(eds.),375-393.Boers,F.&H.Stengers(2008),Addingsoundtothepicture:AnexerciseinmotivatingthelexicalcompositionofmetaphoricalidiomsinEnglish,SpanishandDutch.In:Cameron,L,M.Zanotto,&M.Cavalcanti(eds.),ConfrontingMetaphorinUse:AnAppliedLinguisticApproach,63-78.Amsterdam/Philadelphia:JohnBenjamins.,-,99,continued,Eyckmans,J.,F.BoersandH.Stengers(2007)Identifyingchunks: