A framework for the inclusion of multi-word expressions in ELT

Ron Martínez

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Lexicography and Language Studies

Abstract

There is little disagreement that multi-word expressions should feature in L2 pedagogy. Rather less agreement seems to exist, however, regarding which items should be included, and why. Two important properties of multi-word expressions—frequency and semantic opacity—are discussed, and a model that translates those concepts into a visual framework is presented. The rationale for the framework is discussed in depth, as well as how it can be used by ELT practitioners.

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References

2010Cognitive Bases of Second Language Fluency 1994The Lexical Approach: The State of ELT and a Way Forward 2010Researching Vocabulary: A Vocabulary Research Manual 2012A Phrasal Expressions List 2006Formulaic sequences and perceived oral proficiency: putting a Lexical Approach to the test 2009Optimizing a Lexical Approach to Instructed Second Language Acquisition 2008Phraseology in Foreign Language Learning and Teaching 2004Criteria for Re-defining Idioms: Are we Barking up the Wrong Tree?

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2020Productive versus receptive L2 knowledge of polysemous phrasal verbs: A comparison of determining factors 2016The figurative and polysemous nature of collocations and their place in ELT 2014Lexical Bundles in Native and Non-native Scientific Writing: Applying a corpus-based study to language teaching 2023Collocations, Corpora and Language Learning

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