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Introduced in 1993 by Michael Lewis
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.
Developing the learner's proficiency with lexis or words and word combinations (chunks)
Vocabulary is more important than grammar in this approach
to tell someone something important
make neither a profit nor a loss
stop doing something one does regularly
put an end to a restrictive pattern by doing things differently
bad luck
“language consists of grammaticalized lexis,
not lexicalized grammar.”
Lexis is central in creating real meaning.
Grammar plays a secondary role in managing meaning.
When this principle is accepted...
what should teachers do?
spend more time helping
learners develop their inventory of phrases
less time on grammatical structures.
what happens
with grammar?
lexical chunks
are groups of words that can be found together in language
Example: "in my opinion" "by the way" "at the end of the day" "Do you mind if I...?"
It refers to the regular occurrence of words together
DO my hair/the laundry/someone a favor
MAKE my bed/ a promise/ a wish
Break a habit, take a seat, catch a cold
phrase or a fixed expression that has a figurative, or sometimes literal, meaning.
examples:
To pull someone's leg
It's not rocket science
Cut to the chase
form of speech that compares two things that are alike in some way.
Examples:
As hungry as a wolf
As still as dead
As easy as A.B.C
a standard form of expression that has taken on a more specific meaning than the expression itself.
Examples:
All of a sudden
As a matter a fact
Surf the web
OBJECTIVES
->To get students to become aware of use and to eventually master these type of lexis (chunks)
->To help learners to notice for themselves how language is typically used
-> Focus more on lexis rather than grammar structures
->Accelerate acquisition by contact with a sympathetic interlocutor with a higher level of competence in the target language
->Learn grammar by a process of observation, hypothesis and experiment.
Techniques
teaching real English
and
intensively
and extensively
shift away from the artificial language found in ELT textbooks
to keep words and expressions that
have been learned active
Even if the approach does not present a clear theory of learning there are some hints about how the teaching looks like within the approach.
Teacher's Role
-> The speaking of the teacher as the major source of learner's input (the same as the natural approach)
-> To help students manage their own learning
Student's Role
->The analyzer of real life language samples
->The idea of learner as a "discoverer".
->To observe, classify and make generalizations