CHUNKS AND WORD ORIGINS

What are ‘chunks’ of language?

A central belief of the Lexical Approach is that learners need a wide range of multi-word ‘chunks’ of language. A chunk of language is a specific sequence of words or two or more words that frequently co-occur, and which is the normal way for native speakers to express something. For example, look at the following groups of words –

Time will show / The future will reveal / The future will tell

All of these can easily be understood by a native speaker, but the standard expression is – Time will tell.

It is estimated that over half of everyday English is made up strings of these frequently co-occurring words and that native speakers know over 250,000 multi-word chunks of language.

Why is knowing lots of chunks so useful?

Knowing lots of chunks is extremely useful because it contributes to fluent speaking, makes learners seem more proficient and idiomatic and also makes listening and reading easier.

Knowing lots of chunks also helps learners to use natural phrasing and reduces the risk of making mistakes or producing odd word combinations, often because of mother-tongue influence, for example:

Do a mistake – instead of – make a mistake

Depend of – instead of – depend on

Chunks invite targeted teaching

The problem, however, is that many students find learning and remembering single-word vocabulary very challenging, so learning chunks is going to be even more difficult! The solution is teacher-led guidance and targeted teaching. We need to raise students’ awareness of the importance of chunks and also offer them activities that target specific sets of chunks. For example, there are very often reasons why a particular combination of words has become accepted, an excellent example of which is the original meaning of key words in an expression.

Word origins

Learners always enjoy knowing the story behind the origin of words and expressions. Apart from making an expression easier to understand, this often also makes it unforgettable and gives learners confidence to use it correctly later. Here are just two examples for your enjoyment and edification.

To know the ropes

Entender bem do assunto; estar a par das coisas

If you have any problems, ask John. He knows the ropes.

Se tiver qualquer problema, pergunte para o John. Ele entende

bem do assunto.

Esta expressão vem dos marinheiros, que na época dos navios a vela

tinham de conhecer muito bem os mínimos detalhes dos complexos

conjuntos de cabos, ropes, do navio e saber manobrá-los. To know

the ropessignifica, então, ser profundo conhecedor de um assunto,

principalmente em relação a qualquer tipo de trabalho. Quem ainda

não sabe pode “aprender”, em inglês, to learn the ropes.

To hit the hay

Ir dormir

I’m going to hit the hay.

Eu vou dormir.

No passado, na hora de ir para a cama, um viajante muitas vezes

deitava-se no feno, hay, no celeiro. Até hoje, no sentido figurado,

usa-se a expressão informal to hit the hay para significar “ir dormir”.

Fala-se também to hit the sack.

I also highly recommend this original new resource book –

Teaching Chunks of Language – Seth Lindstromberg and Frank Boers – Helbling Languages.

Jack Scholes has a first degree in German/Russian from Liverpool University, a Post-Graduate Certificate in Education and EFL from London University, and he is also a Licensed Master Practitioner of Neuro-Linguistic Programming. He has over 40 years experience in ELT and is now a freelance writer, trainer and ELT specialist.

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