The document discusses the lexical approach to language teaching and learning. It emphasizes that vocabulary plays a central role in communication over grammatical rules. The lexical approach focuses on having students learn language as lexical chunks or phrases rather than individual words. It involves intensive listening, reading, noticing patterns and collocations. Effective strategies for teaching vocabulary through this approach include attracting students' attention to collocations, individual instruction on collocations, and activities using visuals, puzzles and miming.

2. “While without grammar little can be
conveyed, without vocabulary, nothing
can be conveyed.”
David Wikins 1972

3.  This approach was first developed by Michael Lewis in
1993.
 It serves as an alternative language learning method to
traditional grammatical approach.
 Grammatical mastery is not a requirement for effective
communication.
 Differs from other second language learning approaches
from the fact that its rules are derived from
observation, experimentation and hypothesis rather than
leant grammar rules.

4.  For this approach, vocabulary plays the central
role, meaning that grammar as structure is
subordinate to lexis.
 The lexical approach main principles is the idea
that an important part of learning a language
consists on being able to produce and understand
lexical units as chunks.

5. 1. Single words: e.g.,book, pen
2. Polywords: e.g., overdone, upside down
3. Idiomatic pharses: e.g., What a buzz!
4. Collocations: e.g., prices fell, rancid butter
5.Heads: e.g., Once upon a time…After a while
6. Frames: e.g., Tell___what____.
7. Fixed expression: e.g., Good morning!
8. Semi fixed expression: e.g., The problem is…
9. Binomial: e.g clean, tidy etc.
10. Trinomials: e.g cool, calm etc.
11. Connectives: e.g.,Finally, Than etc.

6.  The role of collocations is also important in
lexically based theories of languages.
 Collocations refer to the regular use of words
together. E.g., terrible/local /big/good news

7. 1. Helping students to manage their own learning.
2. Teacher talk is the major source of learners’
input.
3. Organizing technological systems and creating
environment to help effectively learners.
4. Providing scaffolding to help learners
5. Teacher’s methodology in classroom:
-Task
-Planning
-Report

8. 1. The student is the discoverer.
2. Data analyst
3. Providing participation with listening,
noticing and reflecting
4. The student is the “discoverer”

9.  Intensive and extensive listening and reading in
the target language.
 Repetitive, recycled activities (e.g. summarizing
a text orally one day and then doing the same
thing several days later).
 Guessing the meaning of vocabulary items from
context
 Noting and recording language patterns and
collocations
 Working with dictionaries and other reference
tools.

10.  1. Attracting students’ attention to lexical
collocations
 2. Increasing students’ attention to lexical
collocations
 3. Teaching individual collocations
 4. Making students aware of collocations

11. 1. Students feel more
encouraged with the learning
material.
2. Speed-students quickly solve
problems and are not slowed
down to look up terms.
3. Vocabulary acquisition and
development are enhanced
4. Fosters higher order thinking
skills as students construct
meaning from text
1. Lacks from a full
characterization of an approach
2. Its not a detailed learning
theory

12.  Brainstormings in order to make all students
participate in the class. The use of
brainstormings to teach vocabulary is very
motivating for students since they realise that
they know more than they think.
 Activities using color cardboards and pictures
that contain the words and expressions students
have to learn in order to be more visual for
them. Also, they can match the carboards with
the pictures.
 Activities using puzzles.
 The use of miming in the English class.