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Date Posted: 13:01:12 07/11/03 Fri
Author: J. Antonio A. Santos
Subject: Task 10

Lexical Approach
The basics of lexical approach is the study of lexis in a holistic sense, which means the study of not only vocabulary with a fixed meaning but also the use of combined words with to produce meaningful results called chunks. Thus, lexical approach uphold such items as words, compound words, word partnership, utterances and also sentence frames and heads (cited by
On

In lexical approach both students and teachers have their attention directed on the lexical items cited above. As state by Lewis, “instead of words, we consciously try to think of collocations, and to present these in expressions. Rather than trying to break things into ever smaller pieces, there is a conscious effort to see things in larger, more holistic, ways”. To do so, the focus on listening and reading creates an environment where vocabulary can be build by learning it in context with special attention to language collocations as they naturally appears. This use of language to build up knowledge in language make Lexical Approach suitable to be worked with Communicative Approach; furthermore, it has many principles shared and used similarly by both approaches.

The key principles of Lexical Approach is stated in
Extracted from the book The Lexical Approach by Michael Lewis.
Language consists of grammaticalised lexis, not lexicalised grammar.
The grammar/vocabulary dichotomy is invalid; much language consists of multi-word ‘chunks’.
A central element fo 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 – 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 priorised.
Receptive skills, particularly listening, are given enhanced status.

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