Lexical Approach
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The document discusses lexical approaches to language, which view language as being grammaticalized through lexis rather than lexicalized grammar. It defines lexis as including individual words, multi-word units, institutionalized utterances, and sentence and text frames. Collocations, or frequent word partnerships, are also discussed as being an important part of lexis. Advantages and disadvantages of lexical approaches are mentioned but not described in detail.
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Lexical approach
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
LEXICAL APPROACH
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Lexical Approach
The lexical approach is a language teaching method published in 1993 that focuses on developing learner proficiency with lexis (words and phrases). It views lexis as the central component of language, rather than grammar or other elements. The approach involves teaching lexical chunks, collocations, and other multi-word units. The teacher's role is to help learners notice patterns in language and discover knowledge independently. While it lacks a fully developed learning theory, the lexical approach provides an alternative to traditional grammar-focused methods.
Descriptive vs prescriptive
Descriptive grammar describes how a language is actually used by its speakers without making judgments about correctness, observing patterns in usage. Prescriptive grammar prescribes how the language should be used according to established rules, distinguishing between right and wrong usage. Examples provided illustrate descriptive grammar explaining subject/object pronoun usage and prescriptive rules prohibiting ending sentences with prepositions and use of contractions like "ain't".
How to teach vocabulary
This document outlines three steps for teaching vocabulary: 1) Presenting new words using techniques like visual images, gestures, context examples, and lexical relations; 2) Helping students remember words through review games, learning with peers, and other memorization activities; 3) Ensuring students make the words their own through personalized vocabulary records, creative writing exercises, and meta-cognitive reflection. The document also lists online resources for teaching vocabulary.
The Lexical Approach
The document discusses the Lexical Approach to language teaching. It focuses on having students learn lexical phrases or "chunks" as the basic units of communication rather than individual words. The Lexical Approach was formalized by Michael Lewis in 1993 and prioritizes receptive skills like listening and reading. It distinguishes between vocabulary, which are individual words, and lexis, which includes fixed word combinations. Examples of lexical items discussed include compounds, phrasal verbs, idioms, and fixed phrases. An activity is proposed that exposes students to chunks through a reading passage and various post-reading exercises.
Lexical approach Presentation
The lexical approach focuses on teaching language as fixed expressions and chunks that occur frequently, rather than as single words. Students are thought to learn grammar patterns and vocabulary more effectively by perceiving language this way. Key aspects of this approach include teaching collocations, idioms, social greetings, and other combinations of words that commonly go together, as well as having students accumulate and store chunks in a lexical notebook. However, the lexical approach lacks a detailed learning theory and full characterization as an approach.
Recommended
Lexical approach
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
LEXICAL APPROACH
The lexical approach focuses on teaching language as chunks or multi-word phrases rather than as individual words and grammar rules. It asserts that much of a language consists of prefabricated phrases and that students should learn these phrases as chunks. The key principles are that the lexicon, or vocabulary, makes up the main part of a language and that lexical chunks like phrases and collocations are important units for students to learn as they are used by native speakers. Advocates of this approach believe it helps increase students' fluency and acquisition of natural language patterns.
Lexical approach
“Language consists not of traditional grammar and vocabulary but often multi-word prefabricated chunks.”
Lexical Approach
The lexical approach is a language teaching method published in 1993 that focuses on developing learner proficiency with lexis (words and phrases). It views lexis as the central component of language, rather than grammar or other elements. The approach involves teaching lexical chunks, collocations, and other multi-word units. The teacher's role is to help learners notice patterns in language and discover knowledge independently. While it lacks a fully developed learning theory, the lexical approach provides an alternative to traditional grammar-focused methods.
Descriptive vs prescriptive
Descriptive grammar describes how a language is actually used by its speakers without making judgments about correctness, observing patterns in usage. Prescriptive grammar prescribes how the language should be used according to established rules, distinguishing between right and wrong usage. Examples provided illustrate descriptive grammar explaining subject/object pronoun usage and prescriptive rules prohibiting ending sentences with prepositions and use of contractions like "ain't".
How to teach vocabulary
This document outlines three steps for teaching vocabulary: 1) Presenting new words using techniques like visual images, gestures, context examples, and lexical relations; 2) Helping students remember words through review games, learning with peers, and other memorization activities; 3) Ensuring students make the words their own through personalized vocabulary records, creative writing exercises, and meta-cognitive reflection. The document also lists online resources for teaching vocabulary.
The Lexical Approach
The document discusses the Lexical Approach to language teaching. It focuses on having students learn lexical phrases or "chunks" as the basic units of communication rather than individual words. The Lexical Approach was formalized by Michael Lewis in 1993 and prioritizes receptive skills like listening and reading. It distinguishes between vocabulary, which are individual words, and lexis, which includes fixed word combinations. Examples of lexical items discussed include compounds, phrasal verbs, idioms, and fixed phrases. An activity is proposed that exposes students to chunks through a reading passage and various post-reading exercises.
Lexical approach Presentation
The lexical approach focuses on teaching language as fixed expressions and chunks that occur frequently, rather than as single words. Students are thought to learn grammar patterns and vocabulary more effectively by perceiving language this way. Key aspects of this approach include teaching collocations, idioms, social greetings, and other combinations of words that commonly go together, as well as having students accumulate and store chunks in a lexical notebook. However, the lexical approach lacks a detailed learning theory and full characterization as an approach.
Lexical approach
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.
Lexical approach
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
The natural approach - teaching methedology
Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
Krashen and Terrell identified The Natural Approach with the Traditional Approach.
They relate Natural Approach with Natural Method.
Neologisms
Neologisms present challenges for translators as new objects, technologies, ideas, and feelings are constantly being created and expressed through new terms. There are several types of neologisms including words with new senses, coinages derived from Greek and Latin morphemes, abbreviations, collocations, eponyms, phrasal words, transferred words, acronyms, and pseudo-neologisms. Translators must determine the best way to convey the meaning of each new term, whether through an existing term in the target language, a descriptive phrase, or a new borrowing if needed.
Approaches and methods in language teaching
The document discusses different approaches to language teaching including structuralism, functionalism, and interactionalism. It describes the audio-lingual method which is based on structural linguistics and behaviorism. It emphasizes accurate oral performance through dialogues, drills, and immediate error correction without translation. The document also discusses suggestopedia which aims to facilitate learning in a pleasant, comfortable environment through relaxing teaching, communication on linguistic and environmental planes, and varied, playful means of activating material.
Task based listening - why and how
This document contains information about a language learning experience in Finland and summaries of concepts related to task-based listening. It includes:
1) A greeting in Finnish and a response that the writer speaks Finnish but not English.
2) Definitions and explanations of task-based listening as an approach where students listen to authentic situations and use the information to complete a task.
3) An example task about acne where students prepare an informational factsheet as part of a health campaign.
4) A discussion of how task-based listening fits with current ELT understanding and provides a principled, process-oriented approach to developing listening skills through competence frameworks and socio-constructivist learning.
Lexical approach
The lexical approach emphasizes the central role of vocabulary and multi-word lexical units in language structure, learning, and use. Research in first and second language acquisition has shown the importance of prefabricated patterns, holophrases, gambits, and other lexical chunks. Corpora provide large databases for studying collocations and multiple word units. The lexical view holds that fluent speech relies heavily on memorized lexical chunks rather than entirely novel sentences. Lexical syllabi focus on the most frequent words and patterns. Teachers act as input sources and help learners manage their own discovery and analysis of lexical data from corpora or other materials.
Lexical and functional word
Lexical words are the basic building blocks of a language's vocabulary and have clear meanings that can be described. They include single words like "cat" as well as phrases used as single concepts, like "traffic light". Functional or grammatical words are harder to define but have grammatical functions in sentences, such as articles like "the" and prepositions like "on". Examples of functional words include auxiliaries, conjunctions, determiners, particles, prepositions and pronouns.
Audiolingual method
The audiolingual method originated in the United States in the 1950s in response to the need to teach foreign languages to students and correspondents. It was influenced by behaviorism and focused on habit formation through drills and memorization of dialogs without explanation. Teachers played a central role in modeling pronunciation and guiding learner responses according to stimuli-response-reinforcement principles.
The lexical approach
The document discusses "The Lexical Approach" proposed by Michael Lewis in 1993. It focuses on developing learner proficiency with lexis (words and phrases) rather than grammar. The key aspects covered include: types of lexis like chunks, collocations, idioms; principles like observing language use; considerations for designing lexical approach-based classes like objectives, syllabus, teacher/learner roles, materials; procedures involving noticing patterns and recording collocations; implications for providing input and practice opportunities; and concluding that it is still being developed as a full methodology.
Grammar translation method
The Grammar Translation Method originated from teaching Latin and focuses on grammatical rules, vocabulary memorization, reading and writing skills. Developed in the 1500s by Karl Julius Ploetz, it is a teacher-centered approach where accuracy is emphasized and students play a passive role by receiving and memorizing information. While it ensures mastery of grammar and translation skills, it provides little opportunity for speaking practice or learner interaction.
Functional grammar
Functional theories of grammar view language functions as key to understanding structures. Functional grammar models like Functional Grammar and Functional Discourse Grammar focus on language use in context rather than formal relations. Functional theories assign semantic, syntactic, and pragmatic functions to constituents. Systemic functional grammar developed by Halliday also analyzes language use. Functional linguistics research in Denmark integrates morphosyntactic, semantic and pragmatic features to understand language potential and use.
Content based syllabi
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Esp course
The document outlines an ESP course for banking staff that was designed based on a needs analysis. A questionnaire was distributed to 9 banking employees and an interview was conducted with a bank manager. The needs analysis found that staff needed to improve their speaking and writing skills for tasks like answering phones, giving presentations, and writing letters and emails. Accordingly, the proposed 7-week ESP course focuses on these skills, with the first 4 weeks on speaking and the remaining 5 weeks on writing. The course plan and design details how each week's learning outcomes and tasks will address the identified language needs.
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
other methods the silent way
The Silent Way is a language teaching method developed by Caleb Gattegno based on principles of discovery learning that see learning as creative problem-solving. The teacher facilitates rather than teaches, remaining silent to encourage student responsibility and self-monitoring. Language is presented structurally and inductively, starting from students' existing knowledge, with a focus on vocabulary and propositional meaning. Techniques include color-coded charts and rods, peer correction, and structured feedback to develop inner criteria for correctness.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Krashen's Hypotheses on L2 Acquisition
Krashen's Monitor Model proposes five hypotheses about second language acquisition: 1) Acquisition-Learning Hypothesis, 2) Natural Order Hypothesis, 3) Monitor Hypothesis, 4) Input Hypothesis, and 5) Affective Filter Hypothesis. The Monitor Hypothesis suggests that learned grammatical rules are used to edit and modify language output. However, critics argue that the acquisition-learning distinction is unreliable and difficult to empirically test. They also note limitations in how the model accounts for factors like rule application, reception of utterances, and variability in learner output.
Yes, you can talk!
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This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
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Lexical approach
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.
Lexical approach
The lexical approach focuses on vocabulary acquisition through learning multi-word lexical chunks rather than individual words. It views fluency as being based on prefabricated lexical items. The key principles are that lexis plays a primary role in language learning, lexis includes more than just single words and includes word combinations, and chunks of language make up a significant part of natural language use. The teacher's role is to provide input and scaffolding to help students discover patterns themselves. Materials include authentic language samples and computer corpora.
Grammer Translation Method
The Grammar-Translation method requires students to translate whole texts word-for-word between languages, memorize extensive grammar rules and vocabulary. It is derived from how Latin and Greek were traditionally taught. Students study literary language rather than spoken language. The teacher leads the class through direct instruction, translation exercises, and question-and-answer recitation. Testing involves translating between languages. While it helps students read foreign literature, it is weak for developing oral skills in the target language.
Total Physical Response Cpr1[1]
Total Physical Response (TPR) is a language teaching method developed by James Asher in the 1970s that is based on the coordination of speech and physical actions. It mimics how children acquire their first language by having students listen and perform physical actions in response to verbal commands before speaking themselves. This helps reduce anxiety and develop comprehension skills first in a low-stress, enjoyable way through activities like games and skits. The teacher actively guides lessons while students respond physically at first before also giving commands in the target language.
The natural approach - teaching methedology
Main representatives are Tracy Terrel and Stephen Krashen, starting in 1977
Krashen and Terrell identified The Natural Approach with the Traditional Approach.
They relate Natural Approach with Natural Method.
Neologisms
Neologisms present challenges for translators as new objects, technologies, ideas, and feelings are constantly being created and expressed through new terms. There are several types of neologisms including words with new senses, coinages derived from Greek and Latin morphemes, abbreviations, collocations, eponyms, phrasal words, transferred words, acronyms, and pseudo-neologisms. Translators must determine the best way to convey the meaning of each new term, whether through an existing term in the target language, a descriptive phrase, or a new borrowing if needed.
Approaches and methods in language teaching
The document discusses different approaches to language teaching including structuralism, functionalism, and interactionalism. It describes the audio-lingual method which is based on structural linguistics and behaviorism. It emphasizes accurate oral performance through dialogues, drills, and immediate error correction without translation. The document also discusses suggestopedia which aims to facilitate learning in a pleasant, comfortable environment through relaxing teaching, communication on linguistic and environmental planes, and varied, playful means of activating material.
Task based listening - why and how
This document contains information about a language learning experience in Finland and summaries of concepts related to task-based listening. It includes:
1) A greeting in Finnish and a response that the writer speaks Finnish but not English.
2) Definitions and explanations of task-based listening as an approach where students listen to authentic situations and use the information to complete a task.
3) An example task about acne where students prepare an informational factsheet as part of a health campaign.
4) A discussion of how task-based listening fits with current ELT understanding and provides a principled, process-oriented approach to developing listening skills through competence frameworks and socio-constructivist learning.
Lexical approach
The lexical approach emphasizes the central role of vocabulary and multi-word lexical units in language structure, learning, and use. Research in first and second language acquisition has shown the importance of prefabricated patterns, holophrases, gambits, and other lexical chunks. Corpora provide large databases for studying collocations and multiple word units. The lexical view holds that fluent speech relies heavily on memorized lexical chunks rather than entirely novel sentences. Lexical syllabi focus on the most frequent words and patterns. Teachers act as input sources and help learners manage their own discovery and analysis of lexical data from corpora or other materials.
Lexical and functional word
Lexical words are the basic building blocks of a language's vocabulary and have clear meanings that can be described. They include single words like "cat" as well as phrases used as single concepts, like "traffic light". Functional or grammatical words are harder to define but have grammatical functions in sentences, such as articles like "the" and prepositions like "on". Examples of functional words include auxiliaries, conjunctions, determiners, particles, prepositions and pronouns.
Audiolingual method
The audiolingual method originated in the United States in the 1950s in response to the need to teach foreign languages to students and correspondents. It was influenced by behaviorism and focused on habit formation through drills and memorization of dialogs without explanation. Teachers played a central role in modeling pronunciation and guiding learner responses according to stimuli-response-reinforcement principles.
The lexical approach
The document discusses "The Lexical Approach" proposed by Michael Lewis in 1993. It focuses on developing learner proficiency with lexis (words and phrases) rather than grammar. The key aspects covered include: types of lexis like chunks, collocations, idioms; principles like observing language use; considerations for designing lexical approach-based classes like objectives, syllabus, teacher/learner roles, materials; procedures involving noticing patterns and recording collocations; implications for providing input and practice opportunities; and concluding that it is still being developed as a full methodology.
Grammar translation method
The Grammar Translation Method originated from teaching Latin and focuses on grammatical rules, vocabulary memorization, reading and writing skills. Developed in the 1500s by Karl Julius Ploetz, it is a teacher-centered approach where accuracy is emphasized and students play a passive role by receiving and memorizing information. While it ensures mastery of grammar and translation skills, it provides little opportunity for speaking practice or learner interaction.
Functional grammar
Functional theories of grammar view language functions as key to understanding structures. Functional grammar models like Functional Grammar and Functional Discourse Grammar focus on language use in context rather than formal relations. Functional theories assign semantic, syntactic, and pragmatic functions to constituents. Systemic functional grammar developed by Halliday also analyzes language use. Functional linguistics research in Denmark integrates morphosyntactic, semantic and pragmatic features to understand language potential and use.
Content based syllabi
This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.
Esp course
The document outlines an ESP course for banking staff that was designed based on a needs analysis. A questionnaire was distributed to 9 banking employees and an interview was conducted with a bank manager. The needs analysis found that staff needed to improve their speaking and writing skills for tasks like answering phones, giving presentations, and writing letters and emails. Accordingly, the proposed 7-week ESP course focuses on these skills, with the first 4 weeks on speaking and the remaining 5 weeks on writing. The course plan and design details how each week's learning outcomes and tasks will address the identified language needs.
Suggestopedia ppt
Suggestopedia is a language learning method developed in the 1970s by Georgi Lozanov that uses suggestion and relaxation to allow students to learn up to 3-5 times faster than conventional methods. It involves presenting material through dramatic readings accompanied by music to help students relax and learn easily and fun. Students then review the material through passive listening with quiet readings and uplifting music in the background to optimize learning without effort. The method is reviewed through games and puzzles.
other methods the silent way
The Silent Way is a language teaching method developed by Caleb Gattegno based on principles of discovery learning that see learning as creative problem-solving. The teacher facilitates rather than teaches, remaining silent to encourage student responsibility and self-monitoring. Language is presented structurally and inductively, starting from students' existing knowledge, with a focus on vocabulary and propositional meaning. Techniques include color-coded charts and rods, peer correction, and structured feedback to develop inner criteria for correctness.
Audio Lingual Method
The Audio-Lingual Method was developed during World War II to teach soldiers foreign languages quickly and effectively. It was based on behavioral psychology principles of stimulus-response and habit formation. Grammar and vocabulary were taught through repetitive drills and memorization rather than explanation. The focus was on oral proficiency through imitation and practice. However, criticisms emerged in the 1960s based on Chomsky's theory of innate language knowledge and generative grammar, challenging the behaviorist assumptions of Audio-Lingualism. While drill-based practice remained important, learners' creative abilities were acknowledged.
Krashen's Hypotheses on L2 Acquisition
Krashen's Monitor Model proposes five hypotheses about second language acquisition: 1) Acquisition-Learning Hypothesis, 2) Natural Order Hypothesis, 3) Monitor Hypothesis, 4) Input Hypothesis, and 5) Affective Filter Hypothesis. The Monitor Hypothesis suggests that learned grammatical rules are used to edit and modify language output. However, critics argue that the acquisition-learning distinction is unreliable and difficult to empirically test. They also note limitations in how the model accounts for factors like rule application, reception of utterances, and variability in learner output.
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Grammar refers to how words are organized to create meaning and includes parts of speech, grammatical forms, and grammatical uses. There are 9 parts of speech including nouns, verbs, adjectives, that describe a word's function. Grammatical forms include plural nouns, gerunds, prefixes, and suffixes. Grammatical uses involve structures like the present progressive and present simple tenses to communicate meaning. Lexis refers to individual words and sets of words, and words can have denotative, figurative meanings, and meaning from affixes, collocations, idioms, and relationships with other words.
Grammar and lexis
Grammar refers to how words are organized to create meaning and includes parts of speech, grammatical forms, and grammatical uses. There are 9 parts of speech including nouns, verbs, adjectives, which describe a word's function. Grammatical forms include plural nouns, gerunds, prefixes, and suffixes. Grammatical uses involve structures like the present progressive and present simple tenses to communicate meaning. Lexis refers to individual words and sets of words, and words can have denotative meanings as well as figurative meanings. Lexical features include prefixes, suffixes, collocations, compounds, idioms, and antonyms/synonyms that influence a word's meaning.
English 344 dialogism
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Lexical Approach
- 3. Principles Approaches Language is grammaticalized lexis not lexicalized grammar Strange combination to a native speaker ear
- 4. NATURE OF LEXIS • Words (e.g., book, pen) • Polywords (e.g., by the way, upside down) •
- 5. • 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 . . .) and even text frames (e.g., In this paper we explore . . .; Firstly . . .; Secondly . . .; Finally . . .)
- 6. COLLOCATIONS Collocations, or word partnerships (e.g., community service, absolutely convinced) Collocations: to catch a cold • rancid butter • drug addict
- 7. Advantages Feel more encouraged of the learning materials It is motivating for students to have a step by step learning process Feel more comfortable with a clearly defined progressive course
- 8. Disadvantages Language can not be divided into different units in real life Some topics tradiotianally considered advanced can actually be taught in much more lower levels