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Date Posted: 08:38:25 07/10/03 Thu
Author: Thiago Rodrigues Costa
Subject: TASK 10

The “Lexical Approach” was proposed by Lewis (1993), who considered the importance of the lexical role in the process of language learning. According to Moudraia (2001), this approach is based on the idea that understanding and producing lexical units (sets of combined words) rather than comprehending grammatical patterns has a great influence on the acquisition of the target language. Lewis defended that the lexis is the basis of the language, rather than grammar, and the syllabus of a language class should take into account the emphasis on the meaning of language expressions and phrases. According to Lewis (1997b) the lexis items can be divided in a taxonomy that considers words (eg. chocolate, car, horse), plywords (eg. in fact, by the way), collocations (eg. drug addict, to catch a cold), institutionalized utterances (eg. I’ll get it, If I were you…) and sentence frames and heads (eg. In this paper we explore . . .; Firstly . . .; Secondly . . .; Finally . . .). These different types of lexical units should be dealt with in classroom in order to give to the students the opportunity to work with the language in the way it is used in real life. According to Moudraia, activities such as the intensive and extensive listening and speaking in the target language, the translation of lexical units (chunks), repetition and recycling of activities and noticing and recording language patterns and collocations are effective to the development of learner’s knowledge of lexical chains in the lexical approach. The practice of the lexical approach considers not the PPP paradigm, but Lewis proposes a model in which observation, hypothesizing, and experimentation are emphasized.

Source:
http://www.cal.org/ericcll/digest/0102lexical.html

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