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The
Lexical Approach develops many of
the fundamental principles
advanced by proponents of the
Communicative Approach. The most
important difference is the
increased understanding of the
nature of lexis in naturally
occurring language, and its
potential contribution to language
pedagogy.
Key
principles
-
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 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.
Contemporary
language teaching methods tend to
be similar for students at
different level of competence;
with the Lexical Approach the
materials and methods appropriate
to beginners or elementary
students are radically different
from those employed for
upper-intermediate or advanced
students. Significant re-ordering
of the learning programme is
implicit in the Lexical Approach.
Extract
from:
Michael Lewis - THE LEXICAL
APPROACH
The State of ELT and a Way Forward
LTP Langauge Teaching Publication
1993
ISBN 0 906717 99 X
(pg: vi - vii)
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