LEXICAL APPROACH

The lexical approach is a method of teaching foreign languages described by M. Lewis in the 1990s. 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. Students are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words at their disposal when they are taught in this way.

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. Vocabulary is prized over grammar per se in this approach. The teaching of chunks and set phrases has become common in English as a second or foreign language, though this is not necessarily primarily due to the Lexical Approach.

Principles and implications of the Lexical Approach

The Lexical Approach develops many of the fundamental principles advanced by proponents of the Communicative Approach. The most important difference is the increased understanding of the nature of lexis in naturally occurring language, and its potential contribution to language pedagogy.

Key principles

·    Language consists of grammaticalised lexis, not lexicalised grammar.

·    The grammar/vocabulary dichotomy is invalid; much language consists of multi-words 'chunks'.

·    A central element of language teaching is raising students' awareness of, and developing their ability to 'chunk' language successfully.

·    Although structural patterns are known as useful, lexical and metaphorical patterning are accorded appropriate status.

·    Collocation is integrated as an organising principle within syllabuses.

·    The central metaphor of language is holistic - an organism; not atomistic - a machine.

·    It is the co-textual rather than the situational element of context which are of primary importance for language teaching.

·    Grammar as a receptive skill, involving the perception of similarity and difference, is prioritised.

·    Receptive skills, particularly listening, are given enhanced status.

·    The Present-Practise-Produce paradigm is rejected, in favour of a paradigm based on the Observe-Hypothesise-Experiment cycle.