VoyForums
[ Show ]
Support VoyForums
[ Shrink ]
VoyForums Announcement: Programming and providing support for this service has been a labor of love since 1997. We are one of the few services online who values our users' privacy, and have never sold your information. We have even fought hard to defend your privacy in legal cases; however, we've done it with almost no financial support -- paying out of pocket to continue providing the service. Due to the issues imposed on us by advertisers, we also stopped hosting most ads on the forums many years ago. We hope you appreciate our efforts.

Show your support by donating any amount. (Note: We are still technically a for-profit company, so your contribution is not tax-deductible.) PayPal Acct: Feedback:

Donate to VoyForums (PayPal):

[ Login ] [ Contact Forum Admin ] [ Main index ] [ Post a new message ] [ Search | Check update time | Archives: 1, [2], 3, 4 ]

[ Next Thread | Previous Thread | Next Message | Previous Message ]

Date Posted: 11:13:13 07/10/03 Thu
Author: Regina Célia Noronha Frois
Subject: Task 10



Universidade Federal de Minas Gerais
Tópico em Lingüística Aplicada: The Communicative Approach
Professora: Vera Lúcia Menezes
Aluna: Regina Célia Noronha Frois
Explain what a lexical approach is. Describe its main characteristics.
Lexical approach is a new approach developed by Michael Lewis in which he emphasizes the importance of the lexis for the teaching of English as second or foreign language. It is considered as an alternative to grammar based approach. Furthermore, its main objective is to develop learner’s proficiency with words and words combination.
According to Lewis (1993, p.95) the ability to comprehend and produce lexical phrases as analyzed wholes or “chunks” plays a very important role on language acquisition. Moreover, He states that those “chunks” becomes the raw data by which learners perceive patterns of language traditionally taught as grammar.” Moreover, he provides the main principles of the approach as the following:
Language consists of grammaticalised lexis, not lexicalised grammar.
· The grammar/vocabulary dichotomy is invalid; much language consists of multi-words 'chunks'.
· A central element of language teaching is raising students' awareness of, and developing their ability to 'chunk' language successfully.
· Although structural patterns are known as useful, lexical and metaphorical patterning are accorded appropriate status.
· Collocation is integrated as an organizing principle within syllabuses.
· The central metaphor of language is holistic - an organism; not atomistic - a machine.
· It is the co-textual rather than the situational element of context which are of primary importance for language teaching.
· Grammar as a receptive skill, involving the perception of similarity and difference, is prioritized.
· Receptive skills, particularly listening, are given enhanced status.
· The Present-Practice-Produce paradigm is rejected, in favor of a paradigm based on the Observe-Hypothesize-Experiment cycle.

Regina célia

[ Next Thread | Previous Thread | Next Message | Previous Message ]
[ Contact Forum Admin ]

Forum timezone: GMT-8
VF Version: 3.00b, ConfDB:
Before posting please read our privacy policy.
VoyForums(tm) is a Free Service from Voyager Info-Systems.
Copyright © 1998-2019 Voyager Info-Systems. All Rights Reserved.