Formulaic chunks denote a series of two or more
words that function as a single unit. They can be a phrase or a complete
statement that individuals learn as a pattern without analysing each word separately.
Chunks are memorized and learners view them as one-word vocabulary items. For instance,
an entire expression such as 'how are you?' can be stated by the
learners properly, however they are unaware that it consists of three different
words that can function singly.
Formulaic chunks can be classified into the
following various categories (Thornbury 2006):
- Collocations
- rich and famous, set the table
- Phrasal
verbs - get up, to run around
- Idioms
- phrases that people use in everyday language which don't make sense
literally, such as hard as a rock, stretch out
- Sentence
frames - Would you like a…? Can I have a…?
- Discourse
markers - by the way, at the end of the day
- Incomplete
phrases – the learners pick up and use in combination with other words and
phrases to make a sentence. For example, if learner hears Do you wanna?
enough times, that learner might acquire the chunk as Doyouwanna?
and use it productively in order to create sentences (Van Patten 2010) .
Schmitt (2000) has argued that chunks contribute
to vocabulary and grammar acquisition; once learners acquire a chunk, it can eventually
be examined into its component parts. For example, after a learner becomes
familiar with the phrase how are you today?, their first step is to
acquire it as a chunk with the meaning of 'a greeting'. Nevertheless, after the
learner becomes aware of the phrases how are you this evening or how
are you this morning, they can comprehend that the structure how are you_____ can be use independently, meaning that the slot is a separate unit from the rest
of the phrase. As this segmentation also involves syntax, the
chunks can lead to grammatical comprehension.
Memorizing a significant number of chunks can assist
second language learners in conversing easily in real speaking time. Since the
chunks are 'ready to go', and require little or no processing, the learners
save time and don't need to think about each word. Therefore, chunks promote
fluency and provide learners with more confidence while speaking.
There are many excellent reasons why teachers should
encourage their students to acquire chunks, by the use of conscious and
unconscious techniques in class. The acquisition of chunks is undoubtedly the
central platform of the *lexical approach.
References
- Schmitt, N. (2000) Key concept in ELT: ELT J (2000) 54 (4): 400-401.
- Key
Terms in Second Language Acquisition/ Bill Van Patten (2010)
- Thornbury, S. (2006) An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching. Oxford, UK. : Macmillan Education
* Lexical approach: a method of teaching foreign languages described by M. Lewis in the 1990s. The basic concept on which this approach rests is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks.
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ReplyDeleteI think that through chunks people acquire language in the best way. We acquire most of the chunks unconsciously, especially kids or young learners. I agree with the fact that chunks promote fluency. I think that teachers should use more useful techniques in the classroom in order for the pupils to learn chunks, and then eventually to use them properly while speaking.
DeleteMichael Alexandrovich
Hi Libi,
ReplyDeleteUsing chunks is the most effective way to remember common phrases in the language. We usually acquire chunks by hearing them (aurally) frequently until they ate settle in our minds. I totally agree with your saying that people learn chunks as a pattern without analyzing each word separately; (especially young learners sometimes acquire chunks without thinking about their meaning), for example the chunk "Happy birthday to you"; when someone in my class has a birthday some of the kids say: "he has happy birthday to you" instead of "he has a birthday today" because they learn the chunk as is. In general chunks promote fluency in language and are very useful for L2 learners.
Danielle
Danielle,
DeleteI've had a similar experience in Hebrew. I said once (in Hebrew), "You have to go to school on Thursday? But it's Hag Sameach!" which is a sign that "hag sameach" it stored in my brain as a chunk.
L
Hey libi,
ReplyDeleteUsing chunks durung the English lessons can contribute our vocabulary practice and allows meaningful openings to our pupils such as "good morning "greetings and sngs different questions such as:"how are you?" ,"how do you feel?", "how old are you?" atc.
The chunks help the pupils to ewpress their feelings,questions and it improves their oral skills,pronunciations and assistance with L2 vocabulary acquisition.it is easier for the pupils to remember the chunks stracture and how they suppose to look like and sound due to the fact that we use them all the time and these sentences repeat themselves constantly.
ReplyDeleteDear Libi
I think that using chunks can contribute to the learning process tremendously. Children tend to remember, repeat and use phrases they hear a lot. having said that, I think that teachers don't use a lot of different chunks, they tend to use a small amount of chunks and by doing that they actually prevent their students from learning other phrases. A good example for it is that when a teacher asks students "how are you?" the answer will be "I'm fine thank you" 99% of the time.... and that has to change!!!
As I said, it can be a great thing to teach using chunks... but we have to use various chunks and give our students a lot of options.