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TheLexicalApproachDefinitionBackgroundApproachDesignProcedureAdvantages&DisadvantagesDefinition01Definition•Referringtoonederivedfromthebeliefthatthebuildingblocksoflanguagelearningandcommunicationarenotgrammar,functions,notions,orsomeotherunitofplanningandteachingbutlexis.•Amethodofteachingforeignlanguages•DescribedbyMichaelLewisintheearly1990s.•Thebasicconceptistheideathatanimportantpartoflearningalanguageconsistsofbeingabletounderstandandproducelexicalphrasesaschunks..Thelexicalapproachwords&wordcombinationsBackground02Background•Recognitionofthecentralroleoflexicon,especiallylexicalchunks.•Advancesincorpusanalysis•Frequently-occurred,fixedorsemi-fixedmultiwordswhichareacquiredasunanalyzedwholesinlanguageacquisition.•Ready-madememorizedcombinationsinthelanguage.1234BackgroundTypesof“lexicalchunks”Words&polywords(e.g.book&bytheway)Collocations(e.g.commitsuicide;heavytraffic)Institutionalutterances(e.g.Howdoyoudo?What’sthematter?)Sentenceframesandheads,eventextframes(e.g:ononehand…ontheotherhand…;I’mafraid...)Approach03TheoryoflanguageApproachTheoryoflanguagelearning1.Lexisisthebasisoflanguage.3.Languageconsistsofgrammaticalizedlexis,notlexicalizedgrammar.2.Lexicalchunksarethebasiccomponentforacquisition,notthesingleword.4.Theroleofcollocationisalsoimportant.TheoryoflanguageApproach1.NattingerTeachingshouldcenterontheready-madeunitspiecingtogether.Nativespeakershavehundredsofprepackagedphrases.3.Krashen“Languageinput”isrealizedbyReading.4.BahnsTheteachingoflexicalcollocationsshouldcenteronitems.5.LewisItlacksacoherentlearningtheory.2.Pawley&SyderApproachTheoryoflanguagelearningDesign04ObjectivesDesignDesignSyllabusRoleofTeachersLearningActivitiesRoleofLearnersMaterials01Torealizeasyllabusandmaterialsbasedonlexicalprinciples.Tocoverthemostfrequent700wordstogetherwiththeircommonpatternsanduses.02ObjectivesDesign0102Thelexicalsyllabussubsumesastructuralsyllabus.Thelexicalsyllabusisrelatedcloselywithcomputercorpus.Syllabus语料库是一个由人们实际运用语言的大量的、真实的材料组成的,专供语言研究、分析和描述的语言资料库。ThreeimportantUK-basedcorpora:-COBUILDBankofEnglishCorpus(柯林斯英语语料库）-theCambridgeInternationalCorpus（剑桥国际英语语料库）-theBritishNationalCorpus（英国国家语料库）Design•Intensiveandextensivelisteningandreadinginthetargetlanguage.•Firstandsecondlanguagecomparisonsandtranslation.•Repetitionandrecyclingofactivities.•Guessingthemeaningofvocabularyitemsfromcontext.•Noticingandrecordinglanguagepatternsandcollocations.•Workingwithdictionariesandotherreferencetools.•WorkingwithlanguagecorporacreatedbytheteacherforuseintheclassroomoraccessibleontheInternet.LearningactivitiesMaximizetheprobabilityofstudents’turninginputintointake.DesignRoleofteachers1.Teachertalkisamajorsourceoflearnerinput.2.Teachermethodology:Task,Planning,andReport.3.Createanenvironmentinwhichstudentscandiscoverlexicalchunksbythemselves.4.TrainstudentshowtousetheconcordancereffectivelyRoleoflearners1.Manageroftheirownlearning(discoverer).2.Discourseandtextanalystwithouttheanalysisofgrammaticalstructures.3.Dataanalystanduser.4.Constructoroftheirownlinguisticgeneralizations..OrganizerGuiderFacilitatorDiscovererConstructorDataanalystStudent-centeredDesignCompletecoursepackagesincludingtexts,tapes,teacher’smanualsVocabularyteachingactivitiesMaterialsType1“Printout”versionsofcomputercorporacollectionspackagedintextformat.Type2Computerconcordancing(词条索引)programsandattacheddatasetsType3Type4DesignProcedure05TeachingindividualcollocationsMakingstudentsawareofcollocationExtendingwhatstudentsalreadyknownbyaddingknowledgeofcollocationrestrictionstoknowvocabularyStoringcollocationsthroughencouragingstudentstokeepalexicalnotebookProcedureClassroomproceduresinvolvetheuseofactivitiesthatdrawstudents’attentiontolexicalcollocationsandseektoenhancetheiruseofcollocations.ThefollowingareWollard’sandHill’ssuggestions:ReexaminecoursebooksforcollocationsAddexercisesthatfocusexplicitlyonlexicalphrasesDevelopactivitiesthatenablelearnerstodiscovercollocationsthemselvesWollardHillAdvantages&Disadvantages06•Lexicalapproachcanenhanceaccuracyandfluencyoflanguageproduction.•Lexicalapproachcandeepenlearners’understandingoflanguagerules.•Lexicalapproachfitslearners’cognitivecharacteristicsandwillnaturallyenhancethelearningeffect.•Thestandardfordistinguishingonetypeoflexicalchunksfromanotherisvagueandnotunited.•Lexisstillreferstoonlyonecomponentofcommunicativecompetence.•Lexicalapproachlacksthefullcharacterization.AdvantagesDisadvantagesAdvantages&DisadvantagesConclusion07Thestatusoflexishasbeenenhanced,however,lexisstillreferstoonlyonecomponentofcommunicativecompetence.Lewisandothershavecoinedthetermlexicalapproach,however,itlacksthefullcharacterization.ItremainstobeconvincinglydemonstratedhowalexicallybasedtheoryofLandLLcanbeappliedatthelevelsofdesignandprocedureinLT,suggestingthatitisstillanideainsearchofanapproachandamethodology.ConclusionThanks！