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1、Grammarandvocabulary:showingtheconnectionsSusanHunston,GillFrancis,andElizabethManningAlthoughgrammarandvocabularyaretraditionallythoughtofasseparateareasoflanguageteaching,newworkonwordpatternssuggeststhattheycanusefullybecombined.Allwordscanbeshowntohavepatterns,andwordswhichha
2、vethesamepatterntendtoshareaspectsofmeaning.ThepatternsVby-ing'and'Vasn'illustratethis.Wesuggestthatlanguageteachersfocusonpatternsasawayofencouragingfourcrucialaspectsoflanguagelearning:understanding,accuracy,fluency,andflexibility.Pat-ternscontributetotheteachingofbothgrammaran
3、dvocabulary.Theycanformapartofanysyllabus,butaremostlogicallyassociatedwithalexicalsyllabus.IntroductionItiscommontoseegrammarandvocabularyasseparateareasoflanguageteachingandlearning.Manycoursebookshaveseparatesectionsongrammarandvocabulary;syllabuseslistgrammaticalstructuresand
4、keyvocabularyitemsseparately;studentsaredescribedasbeing'goodatgrammar'buthavinga'limitedvocabulary',orviceversa;grammarandvocabularyareoftentestedseparately.Traditionally,languagecourseswereorganizedaroundasetofgrammaticalpoints,withvocabularyselectedtosupportthetopicofeachcours
5、eunit.Morerecently,theimportanceofvocabularyhasbeenwidelyrecognized,andwordfrequencyhasbeenusedastheorganizingprincipleoflanguageteachingcourses(see,forexample,Willis1990,Lewis1993),withgrammarbroughtinassupportwherenecessary.Wheregrammarandvocabularymeetinmostcoursesisinunitswhi
6、ch,forexample,listtheparticularverbswhicharetypicallyfollowedeitherbyato-infinitive,apresentparticiple,orboth.Forexample,learnersmustlearnthatappearandmanagearefollowedbyato-infinitiveonly;thatfinishandsuggestarefollowedbyapresentparticipleonly;thatbeginandlikearefollowedbyeither
7、form,withroughlythesamemeaning;butthatforget,remember,stop,andtryhavedifferentmeaningswhenusedwitheachform.Thisapproachtothegrammarofindividualwords,whichwecall'patterns',canbeextendedfarbeyondthesetraditionalobservations.Focusingonpatternscan,webelieve,provideamorecomprehensivea
8、ndusefuldescriptionofEnglishthanhasbeena
