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: 08:33:37 07/11/03 Fri
Author: ADAO FERNANDEZ
Subject: TASK 10

TASK 10- LEXICAL APPROACH - ADAO FERNANDES DA SILVA
The lexical approach was first coined by Michael Lewis. Lexical approach to teaching languages has a lot in common with the communicative approach, but also examines how lexical phrases, prefabricated chunks of language, play an important role in producing fluent speech. According to Lewis (1993), language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks. Lewis also proposed that fluency is the result of the acquisition of a large store of fixed and semi-fixed prefabricated items.
The fundamental principle of the lexical approach is "language consists of grammaticalized lexis, not lexicalized grammar." What this means is that lexical phrases offer far more language generative power than grammatical structures. Accordingly, advocates of this kind of approach argue that lexis should move to the center of language syllabuses. Justification for this theory comes from statistical analysis of language which shows that we do indeed speek in chunks and collocations.
Key principles
 FUNDAMENTAL PRINCIPLE: Language consists of grammaticalized 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 organising 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 prioritised.
 Receptive skills, particularly listening, are given enhanced status.
 The Present-Practise-Produce paradigm is rejected, in favour of a paradigm based on the Observe-Hypothesise-Experiment cycle.
According to Harmer (In: The Practice of English Language Teaching. Longman Handbooks for Language Teachers.), in the area of methodology Lewis’s account of a Lexical approach is fairly straightforward. Hammer pointed out some problems in which Lexical Approach might order to teacher’s purposes. Since the Lexical Approach has certainly drawn teachers attention to facts about the composition of language; what it has not yet done is make the leap from that stage to a step of pedagogic principle or syllabus specifications which could be incorporated into a method.





.

[ 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.