Professional Documents
Culture Documents
Introduction.................................................................................................................................5
Chapter One................................................................................................................................8
Introduction.............................................................................................................................8
1. Advanced learners - The definition.....................................................................................8
2. How to teach vocabulary?...................................................................................................8
2.1 What is vocabulary?......................................................................................................8
2.2 How to teach a word?...................................................................................................9
3. The chunks - What advanced learners need......................................................................10
3.1 What are the chunks?..................................................................................................10
3.1.1. Collocations..........................................................................................................10
3.1.2. Phrasal Verbs.........................................................................................................10
3.1.3. Fixed Phrases........................................................................................................11
3.1.4 Idiomatic Expressions............................................................................................11
3.2 Why chunks?...................................................................................................................12
3.3. Main techniques of vocabulary acquisition...............................................................12
4. Newspaper articles as a medium of teaching vocabulary to advanced learners...............13
4.1. Why newspapers?......................................................................................................13
4.2 The press and press readership...................................................................................13
4.2.1 Types of readership................................................................................................13
4.2.2 What type of press appeals to black-top readers?..................................................13
4.2.3. What type of press appeals to red-top readers?.....................................................13
4.2.4 The ''mixed ground'' newspapers...........................................................................14
4.3 Examples of chunks in newspaper articles.................................................................14
4.4 How to teach the chunks from newspaper articles?....................................................15
4.5. Example of explicit teaching technique - Idiomatic expressions..............................15
4.6. Example of inferring teaching technique - Fixed phrases.........................................16
5. Hypotheses........................................................................................................................16
6. Summary...........................................................................................................................16
Chapter Two..............................................................................................................................18
Introduction...........................................................................................................................18
1. The hypotheses and their justification..........................................................................18
1.1 The justification..........................................................................................................19
2. The Method...................................................................................................................19
2.1 Participants..................................................................................................................19
2.2 Measures.....................................................................................................................20
2.3 Procedure....................................................................................................................20
2.4 Results.........................................................................................................................31
2.5 Discussion...................................................................................................................32
3. Summary...........................................................................................................................33
Conclusion................................................................................................................................34
1. Purpose of the study..........................................................................................................34
2. Implications for Further Studies.......................................................................................35
3. Implications for the EFL classroom..................................................................................36
References.................................................................................................................................38
Appendixes...............................................................................................................................40
Introduction
The aim of this diploma project is to analyze various methods of teaching vocabulary to
advanced students of English. Particular attention is paid to the concept of multi-prefabricated
chunks, i.e. collocations (e.g. strong winds, but heavy rain), phrasal verbs (e.g. to take up),
fixed phrases, (e.g. in jeopardy), idiomatic expressions (e.g. make good). The main idea is
that fluency is based on the acquisition of a large store of fixed and semi-fixed prefabricated
items (Lewis, 1997:15).
The chunks are the cornerstone of vocabulary teaching. Every language follows
certain rules and the multi-prefabricated chunks are an expression of grammatical rules found
in English. For instance, phrasal verbs have different meanings in different contexts, as a
Merriam-Webster dictionary analysis of the phrasal verb take off clearly shows. The phrasal
verb take off can function both as a transitive verb when it takes an object and an intransitive
one when it does not take an object.
Its transitive uses include - but are not limited to removal, e.g. take your shoes off, a
discontinuation of a process, e.g. took off the morning train, deduction, e.g. took 10 percent
off, and spending one's time away from a usual occupation or activity, e.g. took two weeks off.
In the language of slang, take off denotes to rob. Its intransitive uses include: taking away
(detraction), departing, e.g. took off for her trip, branching off (as from a main stream or
stem), taking a point of origin, beginning a leap.
The above only shows how multifaceted the chunks in English are - and the intricacies
of meaning is precisely what advanced learners want to study.
The reason why I have chosen this particular topic is because I enjoy expanding my
vocabulary on my own terms. This particular interest of mine makes it more sensible to work
with advanced students, because the exchange of ideas in the classroom where grammar is no
longer an issue and students do not have to look for words that often (and even if they do not
know a particular lexical item, they can use circumlocution) equals more focus on the lexicon
expansion.
I am an advocate of ''the real world'' language rather than purely theoretical studies,
and I do think advanced students are motivated by the notion of practicality, i.e. the C1-C2
level of English means that the students are more likely to use the language merely as a tool in
achieving their goals rather than focusing on the language itself.
utilize in every day life, and productive, i.e. the set of lexical items we tend to use in every
day interaction with the outside world. The chapter later focuses on collocations, i.e. common
going-together patterns of words as a prelude to multi-prefabricated chunks as my main
teaching method. The ways to teach words are analyzed by citing experts in the field, most
notably Paul Nation, who offers his own perspective on teaching vocabulary and this is a
perspective I agree with. The chapter proceeds to the topic of multi-prefabricated chunks, or
prefabs as they are colloquially referred to. Michael Lewis' book, ''Implementing the Lexical
Approach'' is cited as one of the most influential works of its time. Lewis argues that multiprefabricated chunks are a cornerstone of vocabulary teaching (Lewis, 1997:3). A list of
multi-prefabricated chunks is then provided, i.e. phrasal verbs, fixed phrases, idiomatic
expressions and collocations. Their prevalence in authentic materials (mainly newspapers) is
presented. Two types of teaching - explicit and inferential - are discussed in terms of their
efficacy in advanced language classrooms.
The practical chapter two approaches the topic of teaching advanced learners via
multi-prefabricated chunks. It is a more personal chapter, where I offer my insights into the
classroom milieu. First, I describe the participants who took part in the experiment. Second, I
explain the measures, i.e. materials used in the classroom. I present three lesson plans with the
materials used in the classroom. I describe the topics covered by the lesson plans and my
justification regarding their choice. My post-lesson reflections follow, where I present
classroom dynamics - and the causes underlying these particular dynamics. Then, I discuss
my findings by comparing them with literature. Appendixes, where one can find the materials
used, and the references follow.
Chapter One
Advanced learners and ways of teaching them vocabulary
Introduction
The aim of this chapter is to provide the theoretical background concerning various
techniques of teaching vocabulary to advanced learners of English. In section 1, the definition
of the term ''advanced learner'', according to the Common European Framework of Reference
for Languages, Teaching, Assessment will be provided. In section 2, a detailed overview of
vocabulary teaching methods will be presented. In section 3, the focus will shift toward
advanced learners and the question of which techniques are to be used to improve their
linguistic competence. In section 4, I will focus on newspaper articles as a medium of
teaching vocabulary to advanced learners of English. In section 5, the research hypotheses to
be tested in the second chapter will be outlined. Section 6 offers a summary of the chapter.
Stage 3 includes paying attention to the use of the word by (a) quickly showing the
grammatical pattern the word fits into (countable/uncountable, transitive/intransitive, etc.), (b)
giving a few similar collocates, (c) mentioning any restrictions on the use of the word (formal,
colloquial, impolite, only used in the United States, only used with children, old-fashioned,
technical, infrequent), (d) giving a well known opposite, or a well known word describing the
group or lexical set it fits into.
Traditional models of language - or at least models of Western European languages are generally built on grammatical principles with the clause or sentence being the focal unit.
In such models, connections are the syntactic relationships between elements in the clause or
sentence (Carter and Simpson 2004: 152).
3.1.1. Collocations
Collocations represent the way words combine in a language to produce natural sounding
speech and writing. The combination of words follows certain rules, peculiar to each
language. For example: strong wings, but heavy rain. The word collocation is derived from
the
verb
to
collocate,
meaning
''to
set
or
arrange
in
set
or
position''.
(http://www.literaturacomparata.ro/acta_site/articole/acta4/acta4_gogalniceanu.p
df)
together the literal meanings of make and good. As a fixed phrase, however, make good means
"to reach a desired level of accomplishment" and is a synonym of succeed.
(http://www.merriam-webster.com/help/thesnotes/phrases.htm)
10
11
12
are bound to answer ''captain'', which can then be used to say, ''CEOs are captains, but their
boats are companies they lead. They are at the helm of their companies''.
5. Hypotheses
I posit that advanced learners' linguistic competence greatly increases when they are allowed
to use authentic newspapers - more so than in the case of traditional lessons where course
books are used. Newspapers by native speakers - for native speakers contain precisely what
advanced learners need - a multitude of authentic expressions.
My second hypothesis asserts that advanced learners are familiar with many multiprefabricated chunks prior to actually studying them - the latter being a direct consequence of
their C1-C2 level.
6. Summary
Chapter one has focused on advanced learners of English and problems they encounter in the
ELT environment. First, the definition of an advanced learner has been provided based on the
Common European Framework of Reference for Languages, Teaching and Assessment.
Afterwards, the analysis of vocabulary teaching methods has been offered in terms of the
three stages a student needs to go through if he/she is to grasp the meaning of a new lexical
item. Then, the idea put forward by Michael Lewis in his 1993 book, ''The Lexical Approach'',
has been outlined. Lewis posits that language consists of multi-word prefabricated chunks,
which is crucial when teaching advanced learners because they have already mastered basic
aspects of the language such as grammar and their proficiency allows them to focus solely on
the multi-word prefabricated chunks, which include: collocations, phrasal verbs, fixed phrases
and idiomatic expressions. Schmitt and McCarthy (1997: 228:239) have specified two
teaching methods that are particularly effective when dealing with advanced learners, i.e.
13
inference and explicit teaching. Next, the issue of newspaper articles as a medium of teaching
vocabulary to advanced learners has been examined. An attempt has been made to answer the
question as to why the newspapers are the best choice available for advanced learners by
providing examples of multi-prefabricated chunks in authentic newspaper articles while
simultaneously expounding on a multitude of meanings these chunks often carry. Finally, the
hypotheses have been provided which are to be tested in the practical chapter 2.
Chapter Two
The practical application of pre-fabricated lexical chunks in an
advanced classroom setting
14
Introduction
The purpose of chapter two is the practical application of the theory described in chapter one,
according to which the pre-fabricated lexical chunks constitute the most efficient way of
teaching when it comes to advanced learners (C1-C2 level, as defined by the Common
European Framework of Reference for Languages). Chapter two is going to contain personal
observations and assessments of the advanced classroom setting based on the three lessons.
The lesson plans are available in the procedures (2.2.3) section. I intend to start by presenting
my hypotheses from chapter one of the diploma project (section 2.1), followed by the
rationale behind them (the justification). I will then focus on the individuals who have taken
part in the lessons (2.2.1). In the following (2.2.2) section, I will expound upon the materials
used in the classroom by providing the description of each of them, along with the references
to the materials themselves which can be found in the Appendix. The results of the
experiment are going to be gathered in section 2.3, i.e. the research questions will be analyzed
in order to extrapolate the data. The discussion is going to follow (section 2.4), where I am
going to juxtapose the outcome of the experiment with assertions made by experts in the field,
as described in chapter one. The result of this juxtaposition is going to follow. The chapter
closes with the summary.
15
classroom milieu to reflect the real-world in every single aspect, due to an inherently artificial
nature of the classroom. Properly utilized authentic materials, however, are meant to bridge
the gap between theory and practice, and - if used sensibly - I do believe this goal to be
attainable. Indeed, vicarious experience is often the only way teachers can convey their
knowledge to students. The CEFR defines an advanced learner as, a learner at the C1-C2
level that can express him/herself at length with a natural, effortless, unhesitating flow.
He/She pauses only to reflect on precisely the right words to express his/her thoughts or to
find an appropriate example or explanation.
The aforementioned definition draws clear parallels between advanced linguistic
competence and fluency. Therefore, having a wide spectrum of multi-prefabricated chunks at
one's disposal is self-evident when dealing with the C1-C2 level; the students in question
would not be on the C1-C2 level in the first place, had it not been for their linguistic
competence. Therefore, it is not difficult to deduce as to why one of the major problems
surrounding the topic of C1-C2 students is that, this is an area rarely dealt with in ELT
material, and as such occupies a spot in an underappreciated, undervalued and yet important
element of the student ability spectrum (Maley 2009: 75:80).
2. The Method
2.1 Participants
My target group comprises advanced learners who have been classified as representing a C1C2 level, in accordance with the Common European Framework of Reference for Languages.
One ought to remember, however, that every classroom is - de facto - a mixed ability class. If
we check the overall abilities of each person, we find that some are 'weak Pre-Intermediate',
some 'Mid Pre-Intermediate' and some 'Strong Pre-Intermediate' (Scrivener 2005: 68). My
students have not been told about the experiment in order to maintain the principle of
experimental neutrality as much as possible. Without a shadow of doubt, my presence has
influenced the students' demeanor due to the simple fact I was not been their regular teacher.
The class has consisted of fifteen students. It has been an IB class, the level of which
has been far more advanced than what is considered 'typical' in Polish schools. In fact, some
of the students are bilingual, which is even more interesting as I could observe a lot of crosslevel interaction (as stated before, even the term 'advanced' can offer various levels of
linguistic sophistication). I have chosen this particular school because I have conducted
16
teaching practice there. As a result, I have gained an insight into the daily operations of this
particular educational institution.
2.2 Measures
Lesson one comprises the following materials: a picture of a gray alien; an authentic text
about the ''Welsh Roswell'' from the Guardian describing a supposed 1974 UFO crash; an
authentic text about a new concept of ''exo-politics''; and a transcript of the beginning scenes
of ''The X-Files'' movie. The DVD with the authentic version of the movie has also been used.
The details can be found in the Appendices under the heading, Lesson Plan One: Materials
(see Appendix 1-3).
Lesson two is based on the following materials: an authentic text about giftedness
from the Telegraph; an authentic article about extreme intelligence entitled The Outsiders;
The relevant materials can be found in the Appendix under the heading, Lesson Plan Two:
Materials (see Appendix 4-5).
Lesson three makes use of the following materials: an authentic text about solar storms
and their effects on Earth taken from a NASA website; a text about Arkstorm, a potentially
devastating cluster of thunderstorms which may hit California. The relevant materials can be
found in the Appendices under the heading: Lesson Plan Three: Materials (see Appendix 6-7).
2.3 Procedure
LESSON ONE:
Lesson Info
Time : 45 minutes
Main Aims
Objectives
Day
N/A
Age Range :
14-18
17
Materials
Anticipated
problems
Solution
Stage
Warm-up
A reading
comprehension
exercise
A discussion
Discussing
vocabulary
associated
with the
topic
Introducing
basic
vocabulary
connected to
the topic
Students are
given
authentic
materials to
read (See
Appendix
2). They are
to note any
unknown
vocabulary
items.
Reading
practice
The X-Files:
a good show
or a boring
show?
Speaking skill
focus, using
new lexical
items in a
TS
10
minutes
10
minutes
TS
SS
TS
15
minutes
18
practical
setting
Conclusion
Homework
Reflections
Post-Lesson Reflections
In this class there were fifteen students, seven males and eight females. The topic of the class
was unexplained phenomena.
At first, the students' reaction was that of discontent, given the cliche nature of the
topic I had chosen (plus the school is Catholic, so I had gone out on a slight limb there). The
teacher normally responsible for the class decided to leave the classroom, which is not a
typical approach - usually the teachers are less inclined to abandon their forts. Teachers can
utter the words, I won't interfere, you can do whatever you like, and everyone is supposed to
believe that. In an ideal world, perhaps.
We are not living in the perfect world, however, and the sheer presence of the teacher
who is surreptitiously scanning every individual in the class (including yours truly) definitely
does not equal leaving the classroom. The teacher knows this all too well, of course, and
sometimes I get the feeling teachers want to make sure their students will wow their, for lack
of a better term, substitute teacher, i.e. in this case - me. This implicit ambition is akin to
atavistic impulses, but one cannot be surprised to see it; rather, this sort of attitude is perfectly
natural.
The students who participated in my experiment have represented a wide spectrum of
linguistic ability - despite their overall advanced levels. Sometimes C1-C2 level is merely
19
20
Mixed ability classes are never easy to deal with; the more advanced students are, the
more difficult it is to treat everyone equally and - from my experience - students are keen on
showing others just how superior their abilities are.
There were unexpected developments as well. For some reason, when discussing the
meaning of the chunk to merit an investigation, a colloquial Americanism - take five - cropped
up. The natives were silent, probably because they were active anyway. One of the students
used his technological prowess and discovered the meaning of this particular expression, to
take a break, to take a rest, to stop doing something for a while. He definitely enjoyed
uncovering the meaning of the term.
Students' personal stories connected with the unexplained were intriguing; it will never
cease to amaze me what a chorus of overly active imaginations can accomplish. I heard many
stories, some of them so enchanting I considered investigating them further until I realized
someone had been pulling my leg all that time.
A potential problem associated with darker aspects of the unexplained did not transpire
- not much to my surprise, I might add.
Overall, the lesson was an enriching experience.
LESSON TWO:
Lesson Info
Time : 45
minutes
Main Aims
By the end of
the lesson
students will
have a more
extensive
vocabulary
relating to the
topic of
giftedness.
By the end of
the lesson
students will
understand basic
myths associated
with giftedness
The Telegraph article, see Appendix 4
The Outsiders article, see Appendix 5
Objectives
Materials
Day: N/A
Level :
Advanced
21
Anticipated
Problems
Solution
Stage
Activity
Aim
Procedure
Interaction
and Timing
A warm-up
Discussing
vocabulary
associated with
the topic
Introducing
basic
vocabulary
connected with
the topic
The teacher
presents the
students with a
picture of
Stephen
Hawking (cf.
Appendix 5).
The students are
asked about their
associations with
giftedness.
Any new lexical
items are written
down by the
students and
explained by the
teacher if
necessary.
The students read
the text about the
origins of
intelligence
quotient (cf.
Appendix 4).
They are to focus
on the following
target vocabulary
items:
spell
riposte
hothousing
cut loose
arrears
markedly
prodigy
keep one's nose
to the grindstone
to cut loose
fling
The students
infer the meaning
from the text
with the teacher's
TS
A reading
comprehension
exercise
Students are
Reading
given authentic
comprehension
materials to
read. They are to
note any
unknown lexical
items.
10 minutes
10 minutes
TS
SS
TS
22
A discussion
The Conclusion
Homework
Reflections
help.
Intelligence
Speaking skill
The teacher starts 10 minutes
quotient tests
focus, using
the topic of the
useful or
new lexical /
discussion by
useless?
grammatical
presenting the
TS
items in a
students with the
practical setting Bell Curve (cf.
SS
Appendix 5).
The students are
to discuss the
topic of the Bell
Curve by
expressing their
opinions about it
(pros and cons of
the Bell Curve).
The students are
to use newly
acquired target
lexical items.
Students
Writing practice The students are 10 minutes
personal stories
to use all the
does intelligence
target lexical
TS
matter to you?
items in a short
essay expressing SS
their stance on
gifted education,
i.e. is this a good
idea?
Students are asked to prepare a story about one of the contemporary child
prodigies.
The teacher ought to avoid personal questions regarding the level of
students intelligence only volunteers ought to express their views in
order to avoid possible emotional distress.
Post-Lesson Reflections
The topic of intelligence is a contentious one so it is better to tread carefully when you are
conducting a lesson revolving around mental capabilities. First and foremost, it is essential to
avoid personalizing the issue, as most people are rather sensitive when it comes to their IQ
level - whether they accept the notion of IQ or not, the term itself carries a powerful
connotation within people's minds.
The students were familiar with a lot of lexical items I had prepared, and it turned out
there was one student who had been an avid researcher of giftedness. We exchanged
interesting remarks regarding recent cases of giftedness, for example, the case of Jacob
23
Barnett, a 12-year-old from Indiana, who claims he can re-define our understanding of
existence. We agreed, unanimously, that claims such as these are rather common throughout
the world, that many parents would simply love to put their kids on a pedestal as often as
possible, especially in America where the culture of success is so propagated. For some
strange reason, our discussion veered a little off course and we entered the territory of beauty
pageants and the absurd notion of touting your kids for as much profit as possible. We also
agreed, however, that Jacob Barnett might have the brains to prove there is more to his claims
than mere platitude.
We discussed the issue of hothousing, a controversial homeschooling technique meant
to stimulate one's intelligence by an intense focus on a particular subject. Famous people who
have undergone hothousing include Gordon Brown and Bill Clinton. One student has
compared the idea of hothousing and the Bell Curve by saying that both notions are absurd
and do not really serve any noetic purposes (yes, this is actually a word he used and I was
definitely taken aback, that is not a word one hears too often, whether someone is on a C1-C2
level of English or any other level, for that matter). At that precise moment I knew I had
underestimated some students' linguistic competence.
We then analyzed various high IQ societies, such as Mensa and the Prometheus
Society, and the students did not really find the idea of IQ tests to be reliable, therefore the
notion of high IQ societies did not earn a lot of credibility in that particular group of students.
There was a minor altercation toward the end when one of the students accused
another one of calling him stupid. Fortunately, the ringing of the bell cleared the air quickly
and the whole situation just disappeared for good.
Another interesting lesson, to say the least, but definitely more personal for a good
portion of students. The teacher always needs to be aware of the line between humor and
seriousness, because it is a fine line indeed.
LESSON THREE:
Lesson Info
Time: 45
minutes
Day: N/A
Level :
Advanced
24
Main Aims
Objectives
Improving
vocabulary
related to the
topic of severe
weather
conditions
By the end of
the lesson
students will
possess a more
extensive
vocabulary
relating to
various weather
phenomena
Materials
Anticipated
Problems
Solution
Stage
Activity
Aim
Procedure
Interaction
And Timing
A warm-up
Discussing
vocabulary
associated with
the topic
Preparation for
the main
exercises.
TS
Students are
given authentic
materials to read
about a potential
''Arkstorm'' in
Reading
comprehension
A reading
comprehension
exercise
10 minutes
10 minutes
TS
SS
25
California. They
are to note any
unknown lexical
items.
A discussion
The Conclusion
Homework
Reflections
lexical items:
TS
hazard
plausible
undulate
malfunction
perfect storm
mitigation
coronal mass
ejection
grid
landslides
in opposition
with
(cf. Appendix 6
and appendix 7).
The students are
to infer the
meanings from
the context.
What about you? Speaking
The teacher starts 10 minutes
What have you
practice
the topic of
experienced?
extreme weather TS
by mentioning
his own
SS
experiences.
The students are
to recount their
own experiences
by using all of
the
aforementioned
target vocabulary
items.
Writing practice Students write a
15 minutes
short story about SS
being a journalist
reporting on a
major weather
event. All ten
lexical items are
to be used in the
text.
Students are asked to find a developing story regarding extreme weather
phenomena and write a report on their findings.
Severe weather phenomena found locally may prove to be a good strategy
to elicit students interest.
26
Post-Lesson Reflections
The lesson about severe weather phenomena was eerily accurate in terms of what has been
happening in many areas of the globe. It was easy to access the data about current tornado
events. This was an important move because the students would not really care about an event
which had taken place in an unspecified window of time. One of the students asked me a
question whether I was aware of the term referring to a tornado on water. A smug expression
on his face suggested the, I know this and you don't attitude, but - much to his dismay - I was
very much familiar with the term waterspout and his attempt at displaying verbal superiority
failed miserably.
Visibly impressed, this particular student decided to abandon a line of questioning. I
am a person who enjoys learning so I do not take seemingly unrelated queries thrown at me
by students personally (I was very much the same way).
While still a ''teacher-rookie'', I have observed many teachers who have been unable to
deal with their students properly, which has resulted in unfounded aggression emanating from
both sides of the classroom barricades. That, in turn, has led to even more hostility and the
vicious circle has been formed. Or, indeed, as one student has eloquently put it, a perfect
storm of negative teacher-student relations.
I asked the students to brainstorm (the politically correct version these days is a
thought shower, I believe) some interesting lexical items into existence, which they did.
We discussed the topics of solar storms and possible danger they may pose to Earth in
2013; the students enjoyed this part of the lesson and even came up with terms such as CMI
(coronal mass ejection) and solar wind on their own.
We then focused on a new type of cloud discovered in Missouri called undulatus
asperatus, and as the native speaker of American English pointed out, undulatus sounds very
much like (to) undulate, which basically denotes, having a wavy surface, edge, or markings
(http://www.merriam-webster.com/dictionary/undulate).
To finish off on a slightly gloomier note than usual, we addressed the issue of an
Arkstorm forming off California coast in the near future, while paying particular attention to
the current food crisis around the world as a direct consequence of severe weather conditions
around the planet.
27
2.4 Results
My hypotheses have been largely substantiated by my observations. I would like to focus on
them, and to provide readers with additional observations stemming from my hypotheses. I
was taking notes throughout my classes, focusing on interesting expressions, quotes, and
other types of observations. One particularly interesting opinion made by a student has been
used to better illustrate the outcome of the experiment.
My first hypothesis posits that advanced learners no longer require artificial, i.e.
textbook materials.
This has been substantiated by my classroom observations. I did not use textbook
materials and focused solely on authentic materials instead. The students were able to express
their views without bigger problems revolving around grammar and vocabulary, mostly due to
their wide vocabulary range. Textbooks are always a prudent choice, of course, but in the case
of the experiment I conducted, they were rendered superfluous.
Advanced learners of English comprise individuals who often have a personal goal
transcending the school environment. From my observations, that goal is very much
dependant upon the language, i.e. someone learning a niche language such as Basque is less
likely to do this for career purposes.
The English language is the modern lingua franca, and one student has encapsulated
the essence of why it pays to focus on English when he said that,
These days without a decent command of English you are basically blind, deaf and mute. English gives you an
opportunity to communicate with educated people all over the world, to interact with people from all cultures, to
access a huge vocabulary range. Having a decent command of English can even save lives and that's not an
understatement. I have some Polish friends who can only say a few basic sentences in English and it's amazing
how limited their access to information is. They're missing out on a lot of stuff and I've also noticed people who
speak English well, apart from some other language, tend to be more open-minded. There are so many layers to
this, it's just awesome.
My second hypothesis asserts that advanced learners are familiar with many multiprefabricated chunks prior to actually studying them - the latter being a direct consequence of
their C1-C2 level.
My observations confirm this. Unless one focuses on a specific language type, e.g.
business English, legal English, technical English, et al., chances are students are going to be
familiar with a lot of words due to the omnipresence of English in movies, computer games,
etc. This familiarity includes various accent types, regional expressions and even slang.
Throughout my teaching practice I have observed that students often know more than
teachers are willing to give them credit for. I would like to mention one interesting instance
28
corroborating the above statement involving the use of the lexical item noetic in one of my
classes by a seemingly typical student. The lexical item noetic has not been on my teaching
list and is rarely used even by educated native speakers of English. Such nuggets of
knowledge tend to happen more and more often in English classrooms because this is the
language used by circa two billion individuals - be it fluently or on an elementary level - and
the globalized world we live in only causes English to grow exponentially.
Whether English has the biggest vocabulary as some claim, or not, it still remains the
tool without which it is much more difficult to advance in the world - and learners of English
in Poland know it. Therefore, they are not going to wait for the school, but rather they are
going to expand their lexicon on their own terms. Sadly, educational institutions often cannot
catch up with some students due to the modern technological milieu.
It is vital to remain open and willing to challenge our assumptions. Every time we
break down an assumption to see to what extent it is correct and well founded,
we are
increasing our own awareness. Every time we seek the truth behind our beliefs, we are using
our
ability
to
think,
really
think
in
deep
and
creative
way.
(http://www.hltmag.co.uk/jan08/sart02.htm).
2.5 Discussion
The outcome of the experiment appears to substantiate my two hypotheses. It is vital to note,
however, that the main weakness of the experiment has definitely been the students'
advancement; having two native speakers in the classroom has definitely altered the balance
of linguistic competence, so to speak, which has resulted in a higher-than-usual level of
English in the classroom if one was to juxtapose the level of this particular class with what
constitutes the advanced level of English in a typical Polish school. The results of the
experiment are far from surprising - people who harbor a desire to learn a new language will
not be limited by the school environment. Noam Chomsky (2006: 88) offers a good
explanation as to why this is so,
Having mastered a language, one is able to understand an indefinite number of expressions that are new to one's
experience, that bear no simple physical resemblance and are in no simple way analogous to the expressions
that constitute one's linguistic experience; and one is able, with greater or less facility, to produce such
expressions on an appropriate occasion, despite their novelty and independently of detectable stimulus
configurations. The normal use of language is, in this sense, a creative activity.
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ability to produce expressions appropriate to the occasion, despite their novelty and
independently of detectable stimulus configurations (Chomsky 2006: 88).
Advanced students of English have a certain feel of the language that less advanced
students simply lack. This implicit understanding of the language goes beyond what can be
found in textbooks and that is why, according to many eminent scholars, the field of advanced
learners occupies a spot in an underappreciated, undervalued and yet important element of
the student ability spectrum (Maley 2009: 75:80). Simply put, not every teacher possesses the
linguistic competence to teach advanced learners - and most learners are not advanced
anyway.
3. Summary
Chapter two has focused on testing my two hypotheses in a practical classroom setting. I have
begun by presenting the hypotheses, which has been followed by the rationale behind them. I
have justified the wording of my hypotheses by stating that language is - first and foremost - a
product of a natural environment and teachers ought to strive for providing this type of
environment for their students. My personal observations of the classroom environment have
served as a practical testing mechanism. I have described the type of school in which the
experiment was conducted, the participants of the experiment and their student-student and
teacher-student interaction patterns, as well as the materials and procedures used by me in the
classroom (including the lesson plans with the relevant materials). The outcome of the
experiment has then been compared with my initial research questions. My personal
observations regarding the hypotheses and their viability have been juxtaposed with what
experts in the field have asserted.
Conclusion
30
articles). I have also wanted to choose the topics which would be seen as up-to-date by the
students, i.e. something they could relate to on a personal level but not too personal because
this could lead to unnecessary scuffles throwing the lesson into chaos.
The level of importance increases when students know they have been provided with
real vocabulary used in the real world. The level of importance might not be of paramount
significance for beginner students, for example, and rightly so; but the C1-C2 level means
students want to delve into the intricacies of the language. I have observed those patterns in
my classroom, and they came in all of the proverbial shapes and sizes.
The results of my classroom observations are then juxtaposed with my hypotheses;
afterwards, the conclusions I came to were compared with the academic sources.
Programs such as CLIL ensure that teachers and learners alike can benefit from using English
as a tool. This way, the language no longer is the focus but certain structures are solidified
automatically throughout the course of learning. The teacher must be careful, however, what
is conveyed in the classroom in order to avoid fossilization, i.e. the process in which
incorrect
language
becomes
habit
and
cannot
easily
be
corrected
(http://www.teachingenglish.org.uk/think/knowledge-wiki/fossilization).
32
This approach yields more results than merely using English as a tool, especially when
students in question are of native/near-native level.
33
Are accents important? This is another question many advanced students seem to be
asking themselves. In the process of conducting my experiment, I noticed an interesting
phenomenon of accent-adjustment to sound more like the natives, while the natives pretended
to sound more like Polish speakers of English. I kept recalling various classroom situations in
my earlier years, where teachers would tell advanced students (frankly, more advanced than
the teachers in question) to practice their grammar. The question immediately arises: is this
really what those teachers thought was useful for those particular students or was this a poorly
devised stratagem on their part, a red herring, if you will? That is the question which
definitely warrants further study.
34