The lexical approach is a method of analyzing and teaching language that focuses on lexical units such as words, phrases, and collocations, rather than grammatical structures. It was introduced by Michael Lewis in 1993, who argued that language consists more of grammaticalized lexical items than lexicalized grammar. A key concept is that learning a language involves understanding and producing lexical phrases as chunks. Instruction in the lexical approach emphasizes fixed expressions that are commonly used, rather than unique phrases and sentences. It aims to teach students frequently used phrases rather than lists of isolated vocabulary words.

1. THE LEXICAL APPROACH
By: Katherine Varela
I.D.: 6-708-1337

2. WHAT IS LEXICAL APPROACH
The lexical approach is a way of analysing
and teaching language based on the idea
that it is made up of lexical units rather
than grammatical structures. The units
are words, chunks formed by
collocations, and fixed phrases.

3. The term lexical approach was introduced in 1993
by Michael Lewis, who observed that "language
consists of grammaticalized lexis, not lexicalised
grammar" (The Lexical Approach, 1993).

4. The basic concept on which this
approach rests is the idea that an
important part of learning a
language consists of being able to
understand and produce lexical
phrases as chunks.
In the lexical approach, instruction focuses on
fixed expressions that occur frequently in
dialogues, which Lewis claims make up a larger
part of discourse than unique phrases and
sentences

5. In language teaching, a set of
principles based on the observation
that an understanding of words and
word combinations (chunks) is the
primary method of learning a
language. The idea is that rather
than have students memorize lists of
vocabulary they would learn
commonly used phrases.

6. METHODOLOGICAL IMPLICATIONS OF THE LEXICAL APPROACH
"The methodological implications of [Michael Lewis's] Lexical Approach (1993, pp. 194-195) are as
follows:
- Early emphasis on receptive skills, especially listening, is essential.
- De-contextualized vocabulary learning is a fully legitimate strategy.
- The role of grammar as a receptive skill must be recognized.
- The importance of contrast in language awareness must be recognized.

7. - Teachers should employ extensive, comprehensible language for
receptive purposes.
- Extensive writing should be delayed as long as possible.
- Nonlinear recording formats (e.g., mind maps, word trees) are
intrinsic to the Lexical Approach.
- Reformulation should be the natural response to student error.
- Teachers should always react primarily to the content of student
language.
- Pedagogical chunking should be a frequent classroom activity."