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  • Nick Hamilton-Learning Lexis Business English PDF

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    Karolina Ci
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    Nick Hamilton-Learning Lexis Business English PDF

    Diunggah oleh

    Karolina Ci

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
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    Learning, Lexis and Business English nick Hamitton Nick is @ teacher and teacher trainer of General and Business English at Intemational House London. He has taught and trained teachers in Germany, Turkey, Poland and Lithuania ‘The folowing are some ideas on how we might help students to become better learners by giving them skits they can take away and continue to use after their course. Itis based on my attempts to implement a lexical approach in my teaching and my own experience as an Intermediate level learner of Turkish. There are four man areas that I have been working oft. Changing students’ perceptions of language and learning We probably all use some form of Needs Analysis as a way of determining course content in Business English teaching, but what actually does it tel us? I've come to sea that it is not necessarily about students’ aciual neods, but often more about their previous learning experience, hence the frequently heard statement ‘I need {0 improve my grammar’ There's @ very familar old Chinese saying that if you give someone a fish, you feed them for @ day. Whereas if you teach them to fish, you feed them for a Hetime. In my experience, teaching single items of ‘grammar rakes very little difference io what students are able to Say, and seems only to satisy the needs of the lesson. There is also a very real issue of cost and benefit for a Business student ‘on a short intensive course, not to mention the debate about the ‘nature of Intemational English in the business wort, tn response to this, I try 1o show students that there are other ways of looking at language learning. So, in a fist lesson with new students | ensure there is time for detailed feedback on the language the students are using and the type of errors they are making, | then focus their attention on this with a number of ‘questions: What realy affects their atilly to communicate effectively? How much time/energy dg, they have to work on language? What are the priorities? I help ther to see that its not the’ grammar that plays the most important part in ‘communication but the leis. ‘Showing the communicative power of lexis Having shown students the limitations of focusing primarily on grammar on an intensive Business English course, | then show them what looking at language as lexis means, The model | give students is the one presented in the Lexical Approach (words and phrases, word partnerships, semicfixed and fixed expressions); @ very clear summary of this that includes examples can be found in the introductory urit to Business Matters by Merk Powell (TP). | then apply this to the language feedback we have been doing and start to explore and extend the lexis with them. It is important to make it dlesr to students that this way of working does not exclude grarrmar (which then tends fo be dealt with remecially) but puts it in perspective, the emphasis being firmly on exis as the communication tool ‘The key is to show students the difference between these two ‘areas of language and how they do in fact overlap. Presenting our teaching approach as a learning tool ‘My main eims here are to train student® in the skils of noticing lexis and churking written and spoken text, and to show them ways of working on language that they can continue to use independently after the course. Here are 3 examples of such activites that students can see at workin the classroom and take away with ther: Noticing lexis in a text Following work on a reading text, ask students to turn over their Papers, Write up on the bosrd 7- 10 examples of word partnerships and semi-fxed expressions from the text, but with a key word blanked out in each, Students work together to find appropriate ways of filing the blanks, and you write up all their suggestions that would.fit.Finaly, students check with the text for the orginal version. The lexis on the board can then be ‘explored for other colocations, ways of filing the slots, ‘opposites, etc. Students can then have a chance to experment with i The acvantage of this way of working is that it requires no preparation, and helps students to notice lexis for themselves. In my’ own learning of Turkish I have found that I not only notice Useful language but that it quickly feeds into my spesking and writing aowing me to express mysof more naturally, Chunking a written text Select and copi/thres or four business news summaries fron the press. Idealy they should bs one sentence. The front page of the Financial Times is a good place to look, Wiite two of them out in ‘2 chunked version and cut them up. in class, civic the students into two groups and give each group one of the cut up texts which they have to sequence. When students have had a go at this, hand out the copy for them to check, and focus on the Interesting lexis, Then craw students’ attention to the way in which you cut up the text and introduce the idea of chunking ‘Students can then choose one ofthe other two texts and have @ “go at chunking it together. You can then go over the principles of how to do this with them. In my experience, the main issue is to decide where the prepositions should go; interestingly, they 7 Miscellaneous A-Z. Here you put words and phrases that ior't fi into the other sections. This can include pronuncia- tion, word class, simbie explanation in English or transiation, and an example sentence for each one. 1 Topic pages. Here you can record language around specific topic areas. 1 Fixed expressions. Here you can record semi-fixed and fixed expressions for specific stuatons. 1 Word partnerships. Here you cen record word partnerships ‘and expressions with very common words, @.9. do, make, ‘el, thing, point, ete. keeping @ page for each one. You can also record phrasal verbs In thie 2tlon, which can then be Recording Language/A Lexical Notebook This can include the following sections: cross-referenced to the topic pages. 1 Word building. Here you can note examples of word familes (noun, verb, adtective, adverb) that are cificut to use ‘or remember, You can also note the word stress pattern in each case. 1 Favourite errors. Here you can keep a record of common ‘errors that you make. These can be divided into spoken and ‘writen ones, and you can include common pronunciation ‘problems with sounds and stress patterns. 1 Grammar section. Here yOu can keep pages of examples ‘of grammar points that you find especialy dificult. These can {oe ones that you've seen writen or heard. ‘You will need some kind of fling system for this where you can edd extra pages to the different sections as you need to. This alows you to organise the language as you're learring i, and makes it rnuch easier to review. Choose a system that suits you. ‘come more often at the end of 2 chunk than at the beginning, I You take the texts off the Intemet, itis even easier as you can ‘Quickly chunk the texts on computer ready t0 cut up. Sound chunking Record the TV or radio business news headiines. In class, students listen and choose one to work on intensively, using tis 23.8 Gication you then buid up the text on the board. You can then explore wih students how i is spoken, ie. Where co you pause to breathe’ Which words are stiessed? Which words ink together? What about weak forms? You can then practise the pronunciation of whole chunks by inviing students to choose {rom the text and compere thor way of saying it wth yours. This’ way of working is eSsentaly the ‘Oosenve Hypothdslze Experiment mode! (OHE] of the Lexical Approach. | present it to students in the variation of Notice Check Experiment (NCE), and back it_up by introducing the use of monolingual

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