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: 13:43:24 07/11/03 Fri
Author: Érika Amâncio Caetano
Subject: Task 11

Task 10 ¡V Lexical Approach

Sources
http://www.teachingenglish.org.uk/talk/questions/lexical_approach.shtml#top
http://www.eli.ubc.ca/teachers/teach_lexical/tips.html
http://www.cal.org/ericcll/digest/0102lexical.html

Before we talk about lexical approach, it¡¦s important to understand the meaning of lexis. Lexis may be seen as a set of words and combinations of words, which represent frequent expressions in spoken language. This way, it¡¦s possible to say that the Lexical Approach works with chunks and collocations rather than grammar itself. In fact, according to the sources listed above, through these collocations and chunks, the learner will be able to notice language patterns that have always been related to grammar. As an example, we have ¡§I¡¦m sorry¡¨, ¡§How are you?¡¨ and ¡§I¡¦ve never heard of that¡¨ as symbols of what is taught according to the Lexical Approach. Then, instead of teaching each word in order to have students making a sentence, the sentence is already given inside a certain context, so that students know exactly in which situation they can use such expression. ¡§Language production is not a syntactic rule-governed process but is instead the retrieval of larger phrasal units from memory.¡¨

¡§The key principle of a lexical approach is that "language consists of grammaticalized lexis, not lexicalized grammar."¡¨
ƒn
What I¡¦ve found really important while doing this task was to know about the ¡§lexical units¡¨. That¡¦s why I¡¦m going to include them in my work, with quotation marks.
According to Lewis, we have:"

„h words (e.g., book, pen)
„h polywords (e.g., by the way, upside down)
„h collocations, or word partnerships (e.g., community service, absolutely convinced)
„h institutionalized utterances (e.g., I'll get it; We'll see; That'll do; If I were you . . .; Would you like a cup of coffee?)
„h sentence frames and heads (e.g., That is not as . . . as you think; The fact/suggestion/problem/danger was . . .) and even text frames (e.g., In this paper we explore . . .; Firstly . . .; Secondly . . .; Finally . . .)"

The aim of the Lexical Approach is to make learners see and produce language through expressions, not by creating sentences by joining small pieces. It is an excellent tool concerning communication, but as soon as the student is becoming more advanced, this approach is no longer appropriate if used without other approaches and strategies concerned with them.

[ 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.