Approaches Unit 11

Multi word units play an central role in

TLA

A structural view of language

Theory of language in TLA

TLA and entirely novel creations

It has partly contrasting view to Chomskey's theory of uniqueness of sentences

Theory of LEARNING in TLA

1. Encountering new learning items on several occasions is s a necessary but sufficient condition for learning to occur

2. Noticing lexical chunks is a necessary but not sufficient for input becoming intake

3. Noticing similarities, differences, restrictions and examples contribute to turning input into intake, although formal description of rules probably doesn't help

4. Acquisition is based not on the application of formal rules but in an accumulation of examples from which learners make provisional generalization

The learning of chunks is facilitated in a number of ways

Through

1. Noticing

2. Cognitive processing

3. Exposure

4. Comparison with L1

Objectives of TLA

Unlike other teaching proposals, it's not conceptualized as a comprehensive plan for a language program

TLA is more appropriate at

Intermediate level and above to search

Retrospective syllabus

The syllabus will consist of an organized record of the chunks learners have encountered in different written and spoken texts

Types of learning and teaching activities

1. Awareness activities

2. Training in text chucking

3. Memory enhancing activities

4. Retelling

Teacher roles in TLA

Language analyst, able to use corpora and computer software,

Learner roles in TLA

Data analyst, learn how to use corpora or concordancers,

Instructional materials in TLA includes

Coursebook focusing on Multi word units, corpus informed materials, corpora

Classroom procedure in TLA

1. Teaching individual collocations.

2. Making students aware of collocation

3. Extending what students know by adding knowledge of collocation

4. Strong collocations through encouraging students to keep lexical notebook