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The lexical Approach

Lexical Approach, Teaching tools workshop

Mohammed Mansouri

on 23 January 2013

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Transcript of The lexical Approach

are groups of words that can be found together in language
Example: "in my opinion," "to make a long story short,” “by the way,” “at the end of the day,” “Do you mind if I…” “That will never happen to me” Lexical Chunk The Lexical Approach refers to the regular occurrence together of words
Example collocations of verbs with nouns:
Do my hair/ the cooking/ the laundry
Make my bed/ a promise/ coffee/ a meal/ jam idioms dead drunk, cost the earth, keep your feet on the ground Collocation so be on the
lookout for
new lexical chunks! Types of Lexis: Teaching Tools Workshop Do you mind if I play too? When pigs fly Similes as old as the hills, as still as dead, as hungry as a wolf, as easy as A.B.C Connectives finally, to conclude, whereas, meanwhile, consequently A Conversational Gambit is an opening used to start a conversation with someone : Guess what! Tell you what, Hello, how are you? Lexis in Language Teaching and Learning The language activities consistent with the lexical approach must be directed toward naturally occurring language and toward raising learners' awareness of the lexical nature of language. Activities of this nature include the following: intensive and extensive listening and reading in the target language first and second language comparisons and translation Repetition and recycling of activities to keep words and expressions that have been learned active Guessing the meaning of vocabulary items from context Noticing and recording language patterns and collocations working with dictionaries and other reference tools Steps:
1. Types of Lexis
2. Lexis in Language Teaching and Learning
3. Sample Activities
4. Sample Lesson Plans
5. Wrap- up (Questions, comments, Adds....etc) Sample Activities The activities are designed to promote noticing. Sometimes the noticing is guided by the teacher i.e. the teacher directs the students attention to lexical features thought to be useful. 1. With your partner, Discuss and decide when noticing is implicit or explicit?
2. With your partner again, Pick a task, exercise or just an example that's implicit and Discuss how you would approach promoting the noticing process in that particular case? Best Practices As a suggestion of Woolard (2000):
*Reexamine the course books for collocations and adding exercises.
*Develop activities that Ss themselves can discover collocations (in and outside of the classroom)
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.
Wrap-Up *We, Teachers, should spend less time explaining English language grammar, more time exposing Students to useful language and doing awareness arising activities.
*The way we view language affects the way we teach it.
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