Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

Lexical Chunks (that are not collocations): 
by the way 
up to now 
upside down 
If I were you 
a long way off 
out of my mind 
Lexical Chunks (that are collocations) 
totally convinced 

---

38 
strong accent 
terrible accident 
sense of humour 
sounds exciting 
brings good luck 
A lexical chunk is a collection of words that frequently occur 
together. Collocations are included in lexical chunks, however they 
usually only include content words, not grammar. Example: There are 
five possible chunks in this dialogue: 
-Did you stay long at the party? 
- No, I got out of there as soon as they ran out of food. 
Collocations are phrases that consist of words that recurrently co-
occur together (derived from Latin locare ‘to locate’ and cum 
‘together; introduced in 30s by John R. Frith). 
dual citizenship 
but
double occupancy 
above zero 
but
over 10 years (experience) 
shipwreck 
but
car accident 
cut hair 
but
trim hedge 
Teaching Lexical Chunks 
The key to teaching lexical chunks is to approach them as if 
they were single words. Instead of having flashcards with only one 
word on them, have flashcards with the complete lexical chunk on 
them. They, too, should be taught in context, just like single words. 
Consider the following typical discussions that native speakers have 
on a regular basis: 
A: Hi, how’s things? 
B: Not bad, thanks. How are you? 
A: Good.
A: Good morning. 
B: Good morning. 
A: I’d like a cup of coffee, please. 
B: Sure 
Rather than breaking them down into individual terms and 
overthinking them, teach them as a whole and having the class 
practice and utilize them. When the moment comes, they can 
practically verbatim repeat things without thinking, as native speakers 
do. Focusing on lexical chunks is an effective technique to examine 
language and increase learners' control over it. Learners can, for 

---

39 
example, spend a few minutes at the end of a reading comprehension 
exercise recognizing and evaluating portions of text or finding other 
situations in which they might appear. Because language chunks are 
prevalent, they should be taught extensively during class time. 
Students will be able to avoid wordy expressions and speak in a more 
natural, fluent, and spontaneous manner if they practice language 
chunks enough. At least three justifications have been advanced for 
prioritizing the acquisition of lexical chunks: They allow fluent 
processing, impart idiomaticity, and offer the foundation for future 
language growth.