Milli mála - 26.04.2009, Blaðsíða 340

DET = determination strategies, involve guessing from one’s
structural knowledge of language, from context, from an
L1 cognate, or using reference materials
SOC = social strategies, use interaction with other people to
improve language learning
MEM = memory strategies, involve relating the new word to
some previously learned knowledge, using some form of
imagery or grouping
COG = cognitive strategies, manipulate or transform the target
language
MET = metacognitive strategies, involve a conscious overview of
the learning process.24
Michael Lewis suggests six basic types of lexical exercises, derived
from his The Lexical Approach, aimed at recognizing word relations
and deducing patterns by a process of “elimination, using linguis-
tic clues, the group’s shared knowledge, and a small element of
plain guesswork”.25 They are:
1. Identifying chunks: correctly identifying chunks is the funda-
mental skill that allows for easy storage in the mental lexicon and
prevents learners from making inappropriate L1 word = L2 word
assumptions
2. Matching: providing lexical focus by asking learners to match
parts of collocations, expressions, lines of stereotypic dialogue etc.
3. Completing: asking learners to fill in “double gaps” with partner
words from strong collocations
4. Categorising: sorting words or expressions according to their pat-
tern (e.g. verbs or adjectives which partner one or two given
nouns, expressions which are elements of two different dialogues,
more formal or informal expressions, expressions with positive or
negative connotations, etc.)
5. Sequencing: giving five expressions or verbs and asking learners
to put them in the most likely order by using pragmatic knowl-
edge (like in “scripts”, where actions are performed according to
their cause/effect sequence, for instance)
VOCABULARY ACQUISITION IN LANGUAGE LEARNING
340
24 See ibid., pp. 135–136.
25 Michael Lewis, Implementing the Lexical Approach, p. 88.
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