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C2<<2D * C2<E<D

: ( B > $ & F A' C0112D

+ & Gallows reorganizing bits of information

into larger meaningful units “chunks”, which can be recalled at a high speedH

G &H 7 + B

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 C011?DA B + & Ga marked feature of

conversational discourse is the use of fixed expressions, or routines, that have specific

functions and give the conversational discourse the quality of naturalnessH 4

A) ' C011=D A B 7

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+ ( &

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+ 7 ( + B + & & A + + 7 (

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5
 ) 4'@ '- - M ) * 4'

+ >8 7 3 B C0111D + “few if

any people achieve fluency in a foreign language solely within the confines of the

classroom” C+ 2D + :

+ > B B B A

7 7 >+ B A B B 7

- C2<<6D Gthe thread that connects the

experiences of our lives, giving us access to society of others, and allowing others to

understand our thoughts, needs, and desiresH C+ 0D & C2<<?D 7 & *

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+ AB A + B

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7 + 7 HC+ 2ED

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6
 ; + +

= : 7 + + B N

: A O : K

+ + + ) : /

B B : / Gin some

children there appear to be a major acquisitional strategy that both delivers to the child the

capability of achieving lengthy interactional turns well beyond the scope of its current

grammatical knowledge and provides coherent linguistic material, with an associated

situational interpretation, which can be recalled at will and subjected to segmentation

identifying useful recombining componentsH C3 2<E6A & 2<<6A

2<<0A ' 2<E2A 2<==A 2<E6A & 2<<6A J 0111D*

: AB

A B A' P@

: 0 B :

3 + & C) D +

B + + : 3 B C0111D

7 ) “as a subset of general human learning, which involves cognitive

variations, is closely related to one’s personality type, is interwoven with second culture

learning, and involves interference, the creation of new linguistic systems, and the learning

of discourse and communicative functions of language” B A ) &

7
 + B 7 :

A + A7

) Gthe description and explanation of the learner’s linguistic or communicative

competenceH C A 2<<?D

J B A & B +

I + A + A + & A B

+ + + & A

B + & B + & J

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+ K + & A + O+ & K

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+ & & + +

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 4 A ) A' P@ A

B + ( + A 7

+ C P & A 2<<<D A, P

* C2<E6D B : 7 A B

7 7 : K

+ , C2<E9D Gpeople acquire second languages only

if they obtain comprehensible input and if their affective filters are low enough to allow the

input inH , C2<E9D & Gcomprehensible input is the essential

ingredient for second language acquisition H A

B K B >

+ & :

3 A B 2<<6 B F B B Glanguage

consists of grammaticalized lexis, and not lexicalized grammar.H * B

B A > B 7 B

7 B > B

7 + 7 & B 7

+ B B C2<<6D

B &A G &H + 7

7 + : 7 B

7 * ++ 7 P" (

C011EDA B & Ga number frequently needed word strings

stored as individual whole units, they can be easily recalled and used without the need to

9
compose them on spot through word selection and grammar sequencing, requiring less

processing capacity, thereby leaving more space available for storage function H

* G HB 7 - F C2<9;D B (

A & (

7 + A 7

B : &AB

( 7 + +

& P) C011ED Gthe mind uses an abundant resource (long"term memory) to

store a number of prefabricated chunks of language that can be used “ready made” in

language production, compensating a limited resource (working memory), which can

potentially be overloaded when generating language on"line from individual lexical items

and syntactical/discourse rulesH 2<=;A 3

& B A7 7 +

A B + & A B P) C2<E6D

+ $ + + A

B : + + & A (

7 A 7 : 7

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B A + CF A 0110D *

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10
C' P@ A 0111DA B CL PQ A

011=D

* > ++ 7 + +

: 7 + + > + $ B A

O &K B C2<<=D & 7 B 7 B

+ + +

Ggrammar enables us to construct language when we are unable to find what we want

ready"made in our mental lexiconsH A >

& B B 7 >

B N B A

: >

@ + A 7

7 7 A Gmaster the grammar system,

learn lots of words and then you will be able to talk about whatever you wantH C B A

0111DA 7 + :

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B + 7 7 B + & A 7

A B ) C2<E6D 7

+ + A

7 >+ A >+

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+ & + A

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& ' C0112D ++ B Gmost of the language

we use consists of familiar combinations, being only a minority entirely newH A

& ) C011ED $ : C &D 7

+ + B B + A

+ > ++ +

>+ $

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12
 A + 7

C) P ' A 011=D B A Ginstead of words, we

consciously try to think of collocations and to present these in expressions, rather than

trying to break things into even smaller pieces, there is a conscious effort to see things in

larger, more holistic, waysH C B A 2<<=D : A 7

+ B ) A + K ( &

C) P' A 011=D

J C0111D >+ A

A + + *

( & >+ A

AB + &

C* D B C0111D + Gthe first role of the teacher is to ensure that

collocations are not unnecessarily taken apart in the classroomH

+ Glanguage teachers need to accept and

internalize that the idea of dividing the language into a lot of individual words, and a few

big structures such as the present perfect and the passive represents a discredited

description of any language and a dangerous distortion of the true nature of languageH

A ) 7 : +

B & BA AB

7 + + +

+ A B ) C2<E6D >+ Gthere are hundred of

thousands of ‘lexicalized sentence stems’, such as collocations, that adult native speakers

have at their disposal, to utilize as they carry out the routines of normal spoken

13
interactionH A >+ B

+ + A + & 7 B

( N7 + & $ (

B & & &( > A

+ C B P) A 011ED

: A 7 + B

) A + K ( & C) P ' A

011=NDA B A CJ A 0110D + B

B : AB 7 : A

7 7 A 7 CF A 0112D *

+ + + & A7 :

B C) A 011=DA B

A7 + + A

B & B B 7

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14
 4 4 * 4') '@ * '- ) , '-

7 B B 7 >+

B B + C B A 0111D B A O K

7 B

B C0111D +

2 * > 7 7 B 7

B + 3 A >

+ & R

0 * + B &

6 + 7 + =1S B A A A B 7

> >+

? - : + : + + B

9 I B & : &

; + > >+ > I* >+

: + B + >

A B $ + &

15
 = & & I G* B & B + &

+ 7 B B H

E I GThe great added bonus to knowing a large set of

collocations and other longer expressions is that if learners learn the stress pattern

of a phrase as a whole, their stress and intonation will be better H

< $ & : I GCorrectly understood and stored,

lexical items should be available for immediate use.H

B C0111D Gin order to teach collocations we have to give the

same kind of status in our methodology to other aspects of language such as pronunciation,

intonation, stress, and grammarH F A + $ 7

: + +

7 $ B C0111D 7 :

+ B A : A

+ + +

A B C0111D >+ B + $

O& BK O B K B & B B

B A B & B 7

B A & B &

A BB /+

/B B C B A 0111D

B 7 0111 B B 7 7

B B 0111 B A7

16
 B B AB 7 F

+ & + B 7 B B

+ C B A 0111D

B C0111D $ + 8

+ + I

2 B I > 7

$ + + 7

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7 ++ :

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17
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18
 * '- ) , '-

A C2<<ED + & Gthe process of building and sharing

meaning through the use of verbal and non"verbal symbols, in a variety of contextsHA

• +

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+ & 8 + $

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B ++ +

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19
 • >+ 8

• : & B B + AB

B + & U

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/ A A &

B 7 A “the mastery of speaking skills in English is a priority for

many second language or foreign language learnersH GLearners often evaluate their

success in language learning as well as the effectiveness of their English course on the

basis of how much they feel they have improved in their spoken language proficiency”

C A 011ED A7 + & B + & A

+ & B + & B

7 A >+ A B & + B A

20
 + 7 N B A B B 7 A

+ + C A 011ED

C011EDA &

> >+ + A7

J C2<E9I =?A 2<<1D 7 I G

++ + 7 + I
& + N B
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B +
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C011EDA B ) C2<E6DA $ + &

Ga repertoire of thousands of routines like the previously cited, which are used in

specific situations creating conversational discourse that sounds natural and native"like,

emphasizing that they have to be learned and used as fixed expressions.”

3 B P C2<=ED Gsuccessful management of speech styles

creates the sense of politeness that is essential for harmonious social relationsH C3 B P

C2<=ED & B A + & A A >A

+ + C A 011ED A C011ED + $

+ & ) A

+ $ + & A

+ + B + & &

21
+ & A C011ED & I & A &

A & +

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&A >+ A D A + & B 7

7 $ B A

+ & B B +

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C011ED >+ & &

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22
( ++ + + &

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+ B &

C011ED + & &

( >+

( @ 7

( & :

( &

( L +

( F &

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B K & + Gto public talk,

that is, talk that transmits information in front of an audience such as classroom

23
presentations, public announcements, and speeches H : + A 7

A A B

F A & I

( ++ +

( ++ + :

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( +

( ++ + 7

( ++ + +

* + A

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& & - + & A + + &

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24
 • 3

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25
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26
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CF ' @ D 78 B

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A B

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CF ' @ A 0121D B E + >+ 7

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& B 7 7 + + 8

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27
 B 7 + 7

A 7 + > + A

> I

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A7 7 B +B : :

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28
 + + * G478

C4 DH G478 F 47 C F4DH CF

A4 3! 0111D * +

B A I “las habilidades receptivas

contribuyen a desarrollar la competencia general comunicativa subyacente en

cualquier sistema linguistico.” >+ +

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 F A + &

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31
 $ B C 2D

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I take a shower, have a bath, May I go to the bathroom, nice to meet you

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32
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K 7 0A + 7

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+ & > C B A 2<<6N 3 A 011;N & A 2<<=D

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& A 2<<=D

33
 F

G 4+ @ HA CF ' @ A 0121D B E

+ >+ 7 * 2I J *

7 * + C * D A

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B + + & B B

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& & B +

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34
 4' ) 4'

A > B &

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C011?D A B *

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3 A K B

> + 0A B : A B A

+ + C, P* A 2<E6N B A 2<<6D

A 7 B + B

: $ > +

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Gunderstand that making mistakes is a perfectly normal part of learning a

languageH

A+ 7 ( +

A7 7 B

A7 7 7 +

(+ & > A B &B B

A + & B

A (+ & > + >

35
B & BA ( &

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 ' )
344,) '@ * )
3 B A @ C0111D Principles of Language Learning and * C? D )
I J A

A A * 3 & C2<<ED Teaching Oral Communication in Grades K"8

3 I P3

A L P & A * C2<<<D Second Language Vocabulary Acquisition 7 I

7

A C011;D Handbook for Second Language Acquisition. I

@ + )

A C2<<?D The Study of Second Language Acquisition 4> I 4>

A - C2<<ED How to Study Linguistics ' B " &I F

- 7 A C2<<?D Collocations: Pedagogical implications, and their treatment in

pedagogical materials + 7 A ++
A 7

A C2<E9D The Language Gap: How classroom dialogue fails IF P

, A ) C2<E2D Second Language Acquisition and Second Language Learning 4> I

, A ) C2<E0D Principles and Practice in Second Language Acquisition 4> I

, A ) C2<E9D The Input Hypothesis: issues and implications ' B " &I

, A )@ * A * @ C2<E6D The 6atural Approach: Language acquisition in

the classroom I +

43
 B A F C2<<6D The Lexical Approach: The state of ELT and the way forward. A
I * 7

B A F C2<<=D Implementing the lexical approach: Putting theory into practice. A

I * 7

B A F C2<<=D + > ++ L P *
& C DA Second language vocabulary acquisition: A rationale for pedagogy 099(
0=1 7 I 7

B A J C2<E2D Communicative Language Teaching I 7

F A C0110D . 7 IF /B I' ) A
F F C DA Vocabulary Description and Pedagogy 7 I 7

F A F C011;D Explorations in Corpus Linguistics. ' B " &I 7

F A +Y7 C0111D Planes y Programas Séptimo Año

Básico / 6ivel básico, Unidad de Currículum y Evaluación. ) I) )

F A +Y7 C0111D lanes y Programas Octavo Año

Básico/ 6ivel básicoA Unidad de Currículum y Evaluación ) I) )

' A ) C0112D Learning Vocabulary in Another Language 7 I 7

' A L @ A L C2<<0D Lexical Phrases and Language Teaching 4>

A C0110D Word"Formation in English @ . A 7 * >7 &

A 7

- A L 3 & P A' 3 C D C2<<6D Psycholinguistics J I

7

44
 A LA A LA P J 7 A C2<E9D Longman Dictionary of Applied Linguistics.
I

AL P A * ) C0112D Approaches and Methods in Language Teaching (2nd

D ' B " &I 7

) A L C2<<2D Corpus, concordance, collocationI @ 7

4> I 4>

* A @ 7 C2<E<D * & I + A A
Studies in Interactional Sociolinguistics ; 7 I
7

3 @-* Z @ 344,) '@ L4 ' * )

7 () A C0119D . F (B I * 7 Studia
Anglica Posnaniensia 41, 209( 2?;
+ITT + T +T T?2T1E 7 () +

A A C2<E<D * @ & U Journal of

Gerontology: Psychological Sciences 44 C;D 2E2 / 2E6 I 21 21<6T 8T?? ; 2E2

A $ A . C2<<0D & )$ Journal of Gerontology:

Psychological Sciences 47 C2D ?= / 92 I 21 21<6T 8T?= 2 ?=

3 C011;D : + + I+ >
++ Language Teaching ResearchA 10 C6DA 0?9( 0;2 I
21 22<2T26;02;EE1; 2<9

& A, P) A ' C011ED ) : I * + F M &

' 7 ' ' )+ & U. Applied Linguistics
29C2DA =0(E< I 21 21<6T ++ T 100

A' C0112D A & I*

@ C D I The Handbook of Second Language

45
Acquisition. I
+ITTB 7 T T' &X T 7 X T@ +

P " C011ED & B Sino – US English

Teaching, 5 (2). +ITTBBB T T 011E10T 011E1012 +

L PQ C011=D & ( ++ 7

+ITTBBB T U [ P:[L \S0;\Q \S0E011=S0<P :[ P : [

P : [P :[P X [

- 7 A A A A & A )A A ( AL A -A 4 A A P A LF
C0112D & F TRE6DS in Cognitive Sciences, 5 C;DA
06;(0?6. +ITT+ + 7 & T] T+ + T & * )+

B A C2<<ED ) Applied Linguistics, 19

(1), 0?(?? I21 21<6T ++ T2< 2 0?

L A@ ) ) * B * > ++ Celea
Journal 29 C6D 9< / ;? BBB T T;ET;E(9< +

L A C0111D J (F B ELT Journal, 54C2DA 6=(?; I

, + B & A F C0119D > +

7 & . ELT Journal, 59 C?DA 600(660 I21 21<6T T 1;2

A3 P- A ' C011ED ( ) . 7
I * Applied Linguistics, 29 C?DA
;<?(=2; I21 21<6T ++ T 12E

B A F C0111D Teaching Collocations: Further developments in the Lexical Approach

A I * 7

46
 +ITTBBB T 7T B + +U006?(* ( ( (
@ + ( ( ( > ( ++

7 A ) P 3 A C011ED * F '
> & Applied Linguistics 29 C0DA 011(000 I21 21<6T ++ T 11=

A L C2<E2D Language and Linguistics: An Introduction. 7 I 7

+ITT7 & T7 & U [EJ 9= 6@ "" P+ [ P :[ \

\ \ \ P [7 P [1 8J79 8 P [ @> Z. :3
F2 ?:B+ P [ P [9 >)X 2F ), B = M MP [QP [7 &X P [
P [2P [1 ?M; B ^ [ + P:[P [ F 0< A 0121

F - A C011<D Traversing the Lexical Cohesion Minefield *L A ;6C6DA 020(001

I 21 21<6T T 1?1

F A - * F ' 7 ) A F *B ) 4
+ Psychological Review, 101 C0DA 6?6 / 690

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F A F P 4_@ A C0119D 7 I 7
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F A 4 C0112D > ++ ) * ERIC DigestA C +

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' A ' C0116D * 7 )

+ * Applied Linguistics 0? C0DA 006(0?0I 4>
I 21 21<6T ++ T0? 0 006

47
' A @ C0116D * A Chapter 3
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