Selecting Chunks for the L₂ Classroom

Abstract

As we demonstrated in Chapter 1, natural discourse abounds with chunks. Given the time-constraints of classroom-based language learning, teachers face the difficulty of deciding which chunks merit attention at the expense of many others. The LA in its present form offers little help in this regard, apart from emphasizing that it is ‘useful’ language that should be selected for classroom use: Teachers have to select both in and out. It is not sufficient for something to be unknown and useful; the ideal is to select what is most useful. (Lewis, 1997: 45)