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.
Michael Lewis: The Lexical Approach: the State of ELT and a Way Forward (1993)
Implementing the Lexical Approach – Putting Theory into Practice (1997)
Presentation by: Hassnae SALEK, English trainee teacher
CRMEF Oujda, English departement, 2018
Michael Lewis: The Lexical Approach: the State of ELT and a Way Forward (1993)
Implementing the Lexical Approach – Putting Theory into Practice (1997)
Presentation by: Hassnae SALEK, English trainee teacher
CRMEF Oujda, English departement, 2018
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Community language learning (CLL) is a language-teaching approach in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counselor and a paraphraser, while the learner is seen as a client and collaborator.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Telefun. a pragmatic approach to functional learning materials developmentslidemajal
This paper describes and traces the development of a function-based module, TELEFUN, which the writer produced to teach telephone English to Francophone Public Servants learning English in the language training program of the Canadian Government.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
2. The Lexical Approach Michael Lewis, 1993 What is “The Lexical Approach”? Types of Lexis Principles of LA Considerations on LA Procedure Implications Recommendation Conclusion
3. Lexical Approach I. What is “The Lexical Approach”? Concentrating on developing learners’ proficiency with lexis, or words and word combinations. Reflecting a belief in the centrality of the lexis to - language structures - language use - multiword lexical units or “chunks”
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5. Lexical Approach II. Types of Lexis (Cont) 3. Idioms: dead drunk, cost the earth, keep your feet on the ground 4. Similes: as old as the hills, as still as dead, as hungry as a wolf, as easy as A.B.C 5. Connectives: finally, to conclude, whereas, meanwhile, consequently 6. A conversational gambit is an opening used to start a conversation with someone : Guess what! Tell you what, Hello, how are you? …
6. Lexical Approach III. Principles of LA Language = Grammar + Vocabulary Observe – Hypothesis – Experiment Circle (Present – Practise - Produce) Gramaticalized lexis--not lexicalized grammar Holistic - not atomistic Lexicon-is-prime
7. IV. Considerations on designing LA class Objectives Syllabus Roles of teachers Roles of learners Materials
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10. Considerations on designing LA class 3. The teacher’s roles Teacher’s talk is the major source of learner’s input Organizing the technological system, providing scaffolding to help learners The teacher methodology: Task Planning Report
11. Considerations on designing LA class 4. The learner’s roles Replace the idea: the teacher is “ the knower” the learner is “the discoverer” Data analyst
12. Considerations on designing LA class 5. Materials TYPE 1 Course packages TYPE 2 Collection of vocabulary teaching activities TYPE 3 “print-out” version of computer corpora in text format TYPE 4 Computer concordance Programs
13. Concordancers and Corpora Corpus : a collection of examples of texts/utterances of a language Concordancer : computer software which analyses corpora. See : http://www.collins.co.uk/Corpus/CorpusSearch.aspx http://sara.natcorp.ox.ac.uk/lookup.html
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15. Classroom procedures usually include the use of activities:-> draw Ss’ attention to lexical collocations -> enhance Ss’ retention and use of collocations
21. Develop activities that Ss themselves can discover collocations (in and outside of the classroom)V. Procedure
22. V. Procedure Another suggestion from Hill (2000): Classroom procedures involve: a) teaching individual collocations b) making Ss aware of collocations c) extending the already-known of Ss by adding collocation restrictions to known vocabulary d) storing collocations through encouraging Ss to keep a lexical notebook.
23. VI. Implications Provide input: text and discourse Provide activities ask sts to work actively on the chunks Give sts chance for practicing of those chunk productively Repeat and recycle activities with those expressions
26. The British National CorpusUse corpora but be corpus-based, not corpus-bound Concentrate on items - no direct translational equivalence Text and discourse, rather than sentence-based LA is not the lexical syllabus
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28. Lack the full characterization of an approach or method.
29. Still an idea in search of an approach and a methodology.We, Ts, should spend less time explaining English language grammar, more time exposing Ss to useful language and doing awareness arising activities. The way we view language affects the way we teach it.