An Introduction to Applied Linguistics
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Norbert Schmitt (ed.) - An Introduction to Applied Linguistics (2010, Routledge) - libgen.li
few close friends, he was very lonely’.
7 Form. The direct object (a house) precedes the indirect object (my parents) when the indirect object is in a prepositional phrase. Without the preposition, this sentence would have been accurate. Here is an example of an activity that would promote noticing of number phrases used in singular form before a noun (see Question 1). Bring into class some advertisements from the real estate section of the newspaper. Such advertisements contain phrases such as ‘3-bedroom house’, ‘two-car garage’, ‘two- bathroom apartment’, ‘5-acre lot’, etc. See how many of these number phrases before nouns students can find. They may need help with any abbreviations that are used. Here is an example of a practice activity that would help students work on the order of direct and indirect objects (see Question 7). Think of five friends or relatives that you have. What gifts would you buy for each? For example, I would buy a book for my sister. OR I would buy my sister a book. Chapter 3, Vocabulary Research has shown that vocabulary size is directly related to the ability to use English in various ways. Although around 2000 to 3000 word families should supply the bulk of the lexical resources required for basic everyday conversation (chat), Nation (2006) found that it takes 6000 to 7000 word families to engage 16 269 Suggested Solutions easily in a wide variety of oral discourse. For written discourse, the figures are closer to 8000 to 9000 word families. Second language learners with a knowledge of the most frequent 9000 words in English can be considered to have a wide vocabulary, which should allow them to operate in a university environment (see Chapter 13, Reading). It is important to note that these sizes are approximations, and the ability to accomplish the things in English also depends on many other factors, including speaking and reading skills, background knowledge and strategy use. However, they do provide useful ‘rules of thumb’ which can be used as lexical goals by both teachers and learners. Suggested solutions Four vocabulary learning strands Strand General conditions Activities and techniques Meaning focused input Focus on the message Some unfamiliar items (2%) Understanding Noticing Reading graded readers Listening to stories Communication activities Language focused learning Focus on language items Deliberate study Direct teaching of vocabulary Direct learning Intensive reading Training in vocabulary strategies Meaning focused output Focus on the message Some unfamiliar items Understanding Noticing Communication activities with written input Prepared writing Linked skills Fluency development Focus on the message Little or no unfamiliar language Pressure to perform faster Quantity of practice Reading easy graded readers Repeated reading Speed reading Listening to easy input 4/3/2 Rehearsed tasks 10 minute writing Linked skills Chapter 4, Discourse Analysis Both these texts are about the same topic – cockroaches – but they are clearly different in many respects. Perhaps the most obvious difference between the two texts, is that the first text is a written text about cockroaches (taken from the Encyclopaedia Britannica, Volume 5, p 909) and the second text is an anecdote told by a woman to her friends during an informal chat over lunch at work. Text 1 is characterized by the following features typical of written discourse: Download 1.71 Mb. Do'stlaringiz bilan baham: |
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