The-Lexical-Approach

TheLexicalApproach王素颖&方强Definition•TheLexicalApproachreferstothebuildingblocksoflanguagelearningandcommunicationarelexis,thatiswordsandwordcombinations.•ItwasproposedbyMichaelLewisinhisbookTheLexicalApproach(1993).ConclusionDesignApproachBackgroundProcedure2.Advancesincorpusanalysis.1.Recognitionofthecentralroleoflexicon,especiallylexicalchunks.Ⅰ.Backgroundmultiwordunitsholophraseslexicalunits/itemsprefabricatedpatternslexicalphrasesgambitsfixedexpressionsspeechformulaelexicalizedstemsready-madeunits“Lexicalchunks”Differentnames*ThesamemeaningDefinitionoflexicalchunks•1.arefrequently-occurred,fixedorsemi-fixedmultiwordswhichareacquiredasunanalyzedwholesinlanguageacquisition.•2.areready-madememorizedcombinationsinthelanguage.1423Typesof“lexicalchunks”Words&polywordsCollocationsInstitutionalutterancessentenceframesandheads,eventextframes(e.g:book&bytheway)(e.g:commitsuicide;heavytraffic)(e.g:Howdoyoudo?What’sthematter?)(e.g:ononehand…ontheotherhand…;I’mafraid...)Ⅱ.Approach•Theoryoflanguage•TheoryoflanguagelearningTheoryoflanguage•1.Lexisisthebasisoflanguage.•2.Lexicalchunksisthebasiccomponentforacquisition,notthesingleword.•3.Languageconsistsofgrammaticalizedlexis,notlexicalizedgrammar.•4.Theroleofcollocationisalsoimportant.3.BahnsKrashen2.Pawley&Syder1.NattingerTheoryoflanguagelearningTeachingshouldcenterontheready-madeunitspiecingtogether.Nativespeakershavehundredsofprepackagedphrases.“Languageinput”isrealizedbyREADING.Theteachingoflexicalcollocationsshouldcenteronitems.4.LewisItlacksacoherentlearningtheory.objectivessyllabusLearningactivitiesmaterialsRoleofteachersⅢ.DesignObjectives1.torealizeasyllabusandmaterialsbasedonlexicalprinciples.2.tocoverthemostfrequent700wordstogetherwiththeircommonpatternsanduses.Syllabus1.Thelexicalsyllabussubsumesastructuralsyllabus.2.Thelexicalsyllabusisrelatedcloselywithcomputercorpus.LearningactivitiesTECHNIQUESINTEACHINGVOCABULARYVirginiaFrenchAllenLearningactivities•1.Intensiveandextensivelisteningandreadinginthetargetlanguage.•2.Firstandsecondlanguagecomparisonsandtranslation.•3.Repetitionandrecyclingofactivities.•4.Guessingthemeaningofvocabularyitemsfromcontext.•5.Noticingandrecordinglanguagepatternsandcollocations.•6.Workingwithdictionariesandotherreferencetools.•7.WorkingwithlanguagecorporacreatedbytheteacherforuseintheclassroomoraccessibleontheInternet.Roleofteachersa.Teachertalkisamajorsourceoflearnerinput.b.Teachermethodology:Task,Planning,andReport.c.Createanenvironmentinwhichstudentscandiscoverlexicalchunksbythemselves.d.Trainstudentshowtousetheconcordancereffectively.Roleoflearners1.Manageroftheirownlearning(discoverer).2.Discourseandtextanalystwithouttheanalysisofgrammaticalstructures.3.Dataanalystanduser.4.Constructoroftheirownlinguisticgeneralizations..RoleoflearnersRoleofteachers单击此处添加文本1.Organizer2.Guider3.facilitator1.Discoverer2.Discourseandtextanalyst3.DataanalystType1:Completecoursepackagesincludingtexts,tapes,teacher’smanualsType2:VocabularyteachingactivitiesType3:“printout”versionsofcomputercorporacollectionspackagedintextformat.Type4:ComputerconcordancingprogramsandattacheddatasetsmaterialsⅣ.Procedure•Classroomproceduresinvolvetheuseofactivitiesthatdrawstudents’attentiontolexicalcollocationsandseektoenhancetheiruseofcollocations.•ThefollowingareWollard’sandHill’ssuggestions:Teachersshouldreexaminecoursebooksforcollocations1Teachersshoulddevelopactivitiesthatenablelearnerstodiscovercollocationsthemselves3Teachersshouldaddexercisesthatfocusexplicitlyonlexicalphrases2WoolardTeachingindividualcollocations.1Makingstudentsawareofcollocation.2addingknowledgeofcollocationrestrictionstoknownvocabulary.3Storingcollocationsthroughencouragingstudentstokeepalexicalnotebook.4HillⅤ.Conclusion★Thestatusoflexishasbeenenhanced,however,lexisstillreferstoonlyonecomponentofcommunicativecompetence.★Lewisandothershavecoinedthetermlexicalapproach,however,itlacksthefullcharacterization.THEEND~~