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ELT Journal 1997 51(3):208-216; doi:10.1093/elt/51.3.208
© 1997 by Oxford University Press
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Grammar and vocabulary: showing the connections

Susan Hunston, Gill Francis and Elizabeth Manning

Lecturer in applied linguistics at the University of Birmingham. She was formerly a senior grammarian at Cobuild, and worked on the grammar information in the Collins Cobuild English Dictionary (1995). Her main interests are the study of grammar through corpora, and evaluation in discourse.
Senior grammarian at Cobuild, and worked on the grammar information in the Collins Cobuild English Dictionary (1995). She has published a monograph on lexical cohesion, and several papers on discourse analysis.
Senior lexicographer at Cobuild. She has worked on many Cobuild publications, including the Collins Cobuild English Grammar (1996). She was senior editor of Collins Cobuild English Dictionary (1995) and Collins Cobuild English Usage (1996).

Although grammar and vocabulary are traditionally thought of as separate areas of language teaching, new work on word patterns suggests that they can usefully be combined. All words can be shown to have patterns, and words which have the same pattern tend to share aspects of meaning. The patterns ‘V by -ing’ and ‘V as n’ illustrate this. We suggest that language teachers focus on patterns as a way of encouraging four crucial aspects of language learning: understanding, accuracy, fluency, and flexibility. Patterns contribute to the teaching of both grammar and vocabulary. They can form a part of any syllabus, but are most logically associated with a lexical syllabus.


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The lexico-grammatical continuum viewed through student error
ELT J, July 1, 2007; 61(3): 211 - 219.
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