The lexical approach is a method for teaching foreign languages developed by Michael Lewis in 1993. It is based on the idea that understanding words and phrases is key to language learning. The principles of this approach include that language consists of lexicalized grammar and grammaticalized lexis, vocabulary and grammar are integrated, and collocations are an organizing principle. Examples of lexical items taught include words, phrases, collocations, and sentence frames. Teaching lexical chunks brings fluency and they can be acquired as wholes since they are context-bound.

1. LEXICAL APPROACH
Definition
Principles
Author
Taxonomy
Examples

2. The lexical approach is a way of teaching
foreign languages described by Michael Lewis
in 1993.
It is based on the observation that an
understanding of words and word
combinations
(chunks) is the primary method of learning a
language.
DEFINITION

3. According to Lewis (1993) these principles are:
Language consists of grammaticalised lexis, now lexicalized
grammar.
The grammar/vocabulary dichotomy is invalid; much language
consists of multi-word chunks.
Collocation is integrated as an organising principle within syllabuses.
The primacy of speech ever writing is recognized.
Grammar as structure is subordinate to lexis.
Task and process ... are emphasized.
The Present-Practice-Produce paradigm is rejected in favor of a
paradigm on the Observe - Hyphothesise - Experiment cycle’
PRINCIPLES

4. Words (e.g., book, pen)
Polywords (e.g., by the way, upside down)
Collocations, or word partnerships (e.g., community
service, absolutely convinced)
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?)
Sentence frames and heads (e.g., That is not as . . .as you
think; The fact/suggestion/problem/danger was . . .)
Text frames (e.g., In this paper we explore . . .; Firstly . . .;
Secondly . . .; Finally. . .)
TAXONOMY

5. ● Lexical Chunks (that are not collocations)
● by the way
● up to now
● upside down
● If I were you
● a long way off
● out of my mind
● Lexical Chunks (that are collocations)
● totally convinced
● strong accent
● terrible accident
● sense of humour
● sounds exciting
● brings good luck
EXAMPLES

6. ● Lexical phrases brings fluency in the second language acquisition
● Because they are context-bound, they can easily be acquired as
chunks
While teaching, activities used to develop learner’s knowledge of the
Lexical chunks include the followings (Moudraia, 2001:1)
● Intensive and extensive reading in the target language.
● First and second language comparisons and translation.
● Repetition and recycling of the activities.
● Guessing the meaning of the vocabulary items.
● Noticing and recording language patterns and collocations.
● Working with dictionaries.
● Working with language corpuses created by the teacher or
accessible on the Internet.
ADVANTAGES WITH TEACHING
PURPOSES

7. https://www.teachingenglish.org.uk/article/lexi
cal-approach-1-what-does-lexical-approach-look
http://www.hltmag.co.uk/jun08/idea.htm
http://www.myenglishpages.com/blog/lexical-ap
proach/
REFERENCES