Chunking Presentation

Information about Chunking Presentation

Published on December 23, 2011

Author: HjhNuraida



Chapter Review ‘Chunking and collocation’ : Chapter Review ‘Chunking and collocation’ NUR AIDA BT AHMAD NAZERI TGB110030 1 PowerPoint Presentation: The chapter being reviewed is Chapter 9 entitled Chunking and collocation (p. 317 – 343) from the book Learning vocabulary in another language written by I.S.P. Nation and published by Cambridge University Press in 2001. 2 1. Introduction : 1. Introduction the notion of how learners process knowledge of language for retention and retrieval in their brain, and when they do this, they usually resort to remembering them in meaningful groups, called chunks. One level of chunking is collocation. Three strong positions on chunking were given and they underlie all the pedagogical content in the later part of the chapter. Target readers - second and foreign language teachers. 3 PowerPoint Presentation: Two important questions 1. How much of our language learning and language use rely on abstract pattern? 2. How much of our language is based on formulaic string of words? The aim of my review T o review the degree to which the author has succeeded in explaining the notion of chunking . 4 2. Chapter Summary: 2. Chapter Summary Explained 2 ways of chunking and relationship with collocation Offered an alternative to complement chunking – rule-based processing Three positions on collocation: 1. Language knowledge is collocational knowledge (Ellis, 2001; Ellis and Schmidt, 1997) 2. Fluent and appropriate language use requires collocational knowledge (Pawley and Syder , 1983) 3. Some words occur in a limited set of collocations (Sinclair’s 1991 Idiom Principle) 5 PowerPoint Presentation: Gave definition of collocation Collocations are closely structured groups whose words frequently or uniquely occur together. We would also expect collocations to contain some elements of grammatical or lexical unpredictability or inflexibility . (page 324) 6 PowerPoint Presentation: The term lexical unpredictability or inflexibility or ‘learning burden’ when encountering words justifies why collocations should be given special attention. Cited corpus studies as basis to which word groups to teach . Presented arguments to 4 reasons why more research into collocation should be done. Explained how researchers classify collocation. Explained ten scales to classify and describe collocations. How chunking can be applied into classroom teaching of collocations. Strategy of memorizing useful unanalyzed chunks 7 3. Critical Reflections: 3. Critical Reflections Nation - chunking plays a vital part in vocabulary learning. However, he saw its weaknesses in terms of storage capability, offers an alternative, rule-base processing - the building of complex words. 2 stands on language Wray (2002) also proposed ‘a dual system ’ in language learning Rule-based Processing Learning, in part, occurs as chunks of lexicalized sentence stems Nattinger and DeCarrico , 1992; Pawley and Syder , 1991 N. Ellis, 1998, 2003, 2005; N. Ellis and Larsen-Freeman, 2006; R. Ellis, 1999; Skehan , 1998 8 PowerPoint Presentation: Chunking and the Lexical Approach (Michael Lewis, 1993) -instructions focus on fixed expressions, vocabulary Learning language in chunks is performance, not competence – goes against Chomsky’s idea on language knowledge being innate. Linked to Cognitive Grammar ( Langacker , 1987, 1991) – usage based. Alternative terms for chunks holophrases ( Corder , 1973), prefabricated routines and patterns ( Hakuta , 1974), formulaic speech (Wong-Fillmore, 1976), fixed grammatical frames ( Krashen and Scarcella , 1978), lexicalised sentence stems (Pawley and Syder 1983), formulas (R. Ellis, 1994) and slot-and-frame patterns (N. Ellis, 2003). 9 PowerPoint Presentation: Widely accepted that memorizing formulaic expressions is important among children learning their L1. Researchers made the link to L2 acquisition. Chunking does help the initial spurt of L2 acquisition. Taguchi (2007) showed that US college students learning elementary Japanese by chunk learning produced twice as many grammatical chunks in the second collection data of conversation tasks and the students had a wider range of chunk types after 5 weeks’ instruction. This seemed to confirm the claim that chunking helps L2 learners with their fluency (Pawley and Syder , 1983 ). 10 4. Conclusion: 4. Conclusion Chapter 9 and the book is a must-read. Nation presented a convincing argument for chunking. Chunking has been widely accepted as a cognitive notion that assists in language learning in L1 and L2. It has its advantages and limitations. Nonetheless , research has proved that chunking has tremendous potential in language learning and teaching in the context of second language acquisition. 11

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