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Lexical Approach To Second Language Teaching


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Lexical Approach To Second Language Teaching

  1. 1. Lexical Approach to Second Language Teaching Advisor: Dr. Su-Hsun Tsai Presenter: Shen, Chia-Hui
  2. 2. Outline <ul><li>A New Role for Lexis </li></ul><ul><li>Types of Lexical Units </li></ul><ul><li>Lexis in Language Teaching and Learning </li></ul><ul><li>The Next Step: Putting Theory Into Practice </li></ul><ul><li>Implication </li></ul><ul><li>Conclusion </li></ul>
  3. 3. A New Role for Lexis <ul><li>Lexical approach (Lewis, 1993) </li></ul><ul><li>Lexis is the basis of language. </li></ul><ul><li>The lexical approach focuses on developing learners' proficiency with lexis, words, and word combinations, and it is an alternative to traditional grammatical approach to second language acquisition. </li></ul>
  4. 4. Types of Lexical Units <ul><li>Taxonomy of lexical items (Lewis, 1997) </li></ul><ul><li>words (e.g., book, pen) </li></ul><ul><li>polywords (e.g., by the way, upside down) </li></ul><ul><li>collocations </li></ul><ul><li>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?) </li></ul><ul><li>sentence frames and heads (e.g., That is not as… as you think; The fact/suggestion/problem/danger was…), and text frames (e.g., In this paper we explore…; Firstly…; Secondly…; Finally…) </li></ul>
  5. 5. Lexis in Language Teaching and Learning <ul><li>chunks of meaning rather than to grammatical rules </li></ul><ul><li>holistic and concentrates on patterns of meaning </li></ul><ul><li>Activities used to develop learners’ knowledge of lexical chains : </li></ul><ul><li>Intensive and extensive listening and reading in the target language </li></ul><ul><li>First and second language comparisons and translation </li></ul><ul><li>Repetition and recycling of activities to keep words and expressions that have been learned active </li></ul>
  6. 6. <ul><li>Guessing the meaning of vocabulary items from context </li></ul><ul><li>Noticing and recording language patterns and collocations </li></ul><ul><li>Working with dictionaries and language corpuses created by the teacher for use in the classroom or accessible on the Internet (such as the British National Corpus or COBUILD Bank of English ) to research word partnerships, preposition usage, style, and so on. </li></ul>
  7. 7. The Next Step: Putting Theory Into Practice <ul><li>The lexical syllabus not only subsumes a structural syllabus , it also describes how the “structures” that make up the syllabus are used in natural language (Willis, 1990). </li></ul>
  8. 8. <ul><li>(I) Use Freq +d0 *.* to search the frequency for each word in context e.g., Prince Cinders (Cole, 1999). </li></ul>Implication--CLAN <ul><li>(II) Use chstring +s&quot;Prince&quot; &quot;Emir&quot; *.* +fcin to make informants anonymous in all data. </li></ul>
  9. 9. Emir Cinders was not much of an emir . He was small, spotty , scruffy and skinny . <ul><li>(III) CLAN – Tagging </li></ul><ul><li>To give a part-of-speech label to words as chunks in storybook </li></ul>
  10. 10. <ul><li>(IV) To find out the shared words from the revised story and the traditional version one. </li></ul><ul><li>To find out the unique words from the two storybooks, respectively. </li></ul>
  11. 11. Conclusion <ul><li>Zimmerman (1997) suggests that the work of Sinclair, Nattinger, DeCarrico, and Lewis represents a significant theoretical and pedagogical shift from the past. </li></ul><ul><li>First, they challenge a traditional view of word boundaries, emphasizing the language learner’s need to perceive and use patterns of lexis and collocation . </li></ul><ul><li>Language production is the retrieval of larger phrasal units from memory. </li></ul><ul><li>Most important, the language activities consistent with a lexical approach must be directed toward naturally occurring language and toward raising learners’ awareness of the lexical nature of language. </li></ul>
  12. 12. Reference <ul><li>Cole, B. (1999). Prince Cinders. London: Hamish Hamilton Ltd. </li></ul><ul><li>Disney, R. H. (2005). Walt Disney’s Cinderella (A Little Golden Book). Oklahoma, USA: Golden/Disney. </li></ul><ul><li>Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications. </li></ul><ul><li>Lewis, M. (1997b). Pedagogical implications of the lexical approach. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 255-270). Cambridge: Cambridge University Press. </li></ul>
  13. 13. Reference <ul><li>Moudraia, O. (2001). Lexical Approach to Second Language Teaching. ERIC Clearinghouse on Languages and Linguistics Washington DC. (ERIC Document Reproduction Service No. ED455698) </li></ul><ul><li>Willis, D. (1990). The lexical syllabus: A new approach to language teaching. London: Collins COBUILD. </li></ul><ul><li>Zimmerman, C. B. (1997). Historical trends in second language vocabulary instruction. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 5-19). Cambridge: Cambridge University Press. </li></ul>
  14. 14. <ul><li>Thank you! </li></ul>