Day #130 — Silly little things called COLLOCATIONS S01 E03

The quote is often inaccurately attributed to Nietzsche, but fits perfectly into our discussion of language and language learning. It manifests itself on varied levels.

On the level of linguistic studies, specifically those related to Applied Linguistics, the two concepts (yes, they are conceptual in nature and a matter of perspective in real life: who has never had a relative or workmate who claims to identify some form of organization in what others would call an absolute mess?) are in fact, two sides of the same coin, represented by grammar on one hand and lexis, on the other.

Computer based technology tools have made it possible for us to identify complex systems in language. These multiple units

connect in multiple ways, interacting with each other and creating multiple orders in the process. As a learner of English, understanding that we recommend that someone do something or we recommend doing something is crucial for successful language use, but knowing that this is the result of arbitrary verb sequences or patterns brings little comfort if they want to be able to predict how the language works. To put it mildly, i n lexis, we have systems that emerge from use whereas in grammar, we have systems that are pre-determined. The latter is expected to bring order to thc chaos we see in everyday use of the language.

In a learning context, the ordering of chaos takes place again when teachers endeavor to facilitate student comprehension of the rules and patterns in the language being learnt. Notice that even when there is a supposed order of the language system — or the grammar — internalizing the set rules is usually a chaotic experience, because of what we call L1 interference (Cole, 1998) — students interpret the rules based on the way their first language works.

Still in the learning context, students engage in making sense of the new language they are learning — they become very good at some verb tenses, they ace the verb + preposition combinations and show some skill with phrasal verbs and idiomatic expressions and, at the same time, say things like “make questions”, “take decisions”, “emit warnings”, “depend of”, ‘call to” which might not make immediate sense to their interlocutors. This duality of the language learning experience — appropriate and inappropriate use of words and phrases is what Selinker (1972) refers to as interlanguage. One aspect of language in which this duality is prominent is COLLOCATIONS, as the unaware learner puts words together from the patterns they are familiar with their language.

We can say then there is no such thing as languages without chaos and order, and learning them means being able to co-exist with the two.

Comforting or terrifying?

Originally published at http://dablog-dablog.blogspot.com on May 10, 2020.