Principle of Lexical Approach:Successful language is a wider concept than accurate language.
Socio-linguistic competence-communicative power precedes and is the basis, not the product of grammatical competence.
Much language consists of multiword “chunks”.
Grammatical error is recognized as intrinsic to the learning process
Good language learners recognize and use collocations, poly words contractions, and expression.
Characteristic of lexical approach are focus on the development of a vocabulary, meaningful chunks, collocations of lexical items and multiple words unit.
Basic concept
Learning a language consists of being able to understand and produce lexical phrases as chunks. Student are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words when they are thought in this way. In the lexical approach, instruction focused on fixed expression that occurs frequently in dialogue.
Design Lexical Approach
Design Objectives :
To realize a syllabus and accompanying materials based on lexical rather than grammatical principles and to cover the most frequent words together with their patterns and uses.
The teacher´s role :
The teacher talk is the major source of learner input and organizing the technological system, providing scaffolding to help learners. The teacher methodology: Task Planning Report
Learner´s role :
Learner´s role Discoverer Data analyst
A New Role for Lexis
Michael Lewis (1993), who coined the term lexical approach, suggests the following:
Lexis is the basis of language.
Lexis is misunderstood in language teaching because of the assumption that grammar is the basis of language and that mastery of the grammatical system is a prerequisite for effective communication.
One of the central organizing principles of any meaning-centered syllabus should be lexis.
Despite references to the natural environments in which words occur, Sinclair's (1987) and Willis's (1990) lexical syllabus are word based. However, Lewis's (1993) lexical syllabus is specifically not word based, because it "explicitly recognizes word patterns for (relatively) de-lexical words, collocation power for (relatively) semantically powerful words, and longer multi-word items, particularly institutionalized sentences, as requiring different, and parallel pedagogical treatment" (Lewis, 1993, p. 109).
Activities that the students will do are reading, speaking and writing.
Media that I will use are a paragraph and picture from the book.
Activities:
Pair work and Working in a small group
Reflection:
Implementation
How to achieve lexical approach
Conclusion (How is Lexical approach related to communicative competence).
Technique(s):
Controlled techniques
Reading aloud: Reading directly from a given text.
Question answer, display: Activity involving prompting of student responses.
Checking teacher: guiding the correction of student work, providing feedback as an activity.
IMPLEMENTATION
Presentation, Practice and Production (PPP)
Presentation involves presenting the target language (the language to be taught to the students) to the students generally through eliciting and cueing of the students to see if they know it and then providing the language if no one does. The target language is usually put on the board either in structure (grammar-type) charts or in dialogs. Presentation features more “teacher talk” than the other stages of the lesson.
Next is Practice where the students practice the target language in one to three activities that progress from very structured (students are given activities that provide little possibility for error) to less-structured (as they master the material). These activities should include as much “student talk” as possible and not focus on written activities, though written activities can provide a structure for the verbal practices. Practice should have the “student talk time”.
Production is the stage of the lesson where the students take the target language and use it in conversations that they structure (ideally) and use it to talk about themselves or their daily lives or situations.
Plan Activity
TEACHER’S TASK
1. Read through this unit of classroom materials as if you were preparing to use them for a group of high intermediate to advanced learners and decide how you would need to adapt the materials.
2. If appropriate adapt and use these materials with your students. After using the materials think about these questions:
- Which goals do I think the materials achieved?
- Which goals do I think the materials fail to achieve?
- Did I notice students doing anything differently with these materials than with other materials I have been using?
- Did my students have a positive, negative or indifferent response to the materials?
- Did I, as a teacher, do anything differently using these materials?
- Did I, as a teacher, have a positive, negative or indifferent reaction to these materials?
School Days – student materials
Reading 1 - Away Day
Before you read
1. You are going to read a story about a young teenage boy from England. The boy has upset his parents. Read these sentences from the story and decide whether you think they come at the beginning, in the middle or at the end of the story.
"I got slapped three times with the sole of her shoe. Three time. That was it. Then she left my room. She never said a word."
2. The story is called Away Day and the first sentence reads, “The only time I ever bunked off what do you think the story is about? Write down some guesses and share them with other students.
As you read
1. As you read the story from the point of view of a teenage school boy, try to see pictures of the boy in your mind and decide if the boy deserved the punishment.
After you read
Reaction
1. Tell a partner, if you think the boy's punishment was appropriate and what you would have done if you were the parents.
2. Think about the following questions:
How do you feel about the boy in the story?
Why do you think the boy went with the twins?
Why do you think the boy's mother reacted in the way she did?
At the beginning of the story the author tells you the twins were always in trouble. Why do you think he tells you that?
Discuss your thoughts about the questions in a small group.
3. Discuss your answers to the following questions with a partner:
In paragraphs 1 and 2, what words tell you the housing estate is poor/working class?
In paragraphs 3 and 4, how do you know the weather is hot and has been hot for some time?
In paragraphs 5 and 6 the boy is becoming more and more frightened. What do you think frightens him?
The boy was punished in the final paragraph. Was it the punishment he expected? Was the punishment effective?
THE HAND OUT
Away Day
The only time I ever bunked off school, I was thirteen years old. It was break time and I hadn’t done my history homework. The Grant brothers convinced me to go with them. The Grants were twins and were always in trouble with the teachers. We went to the bike sheds at the back of the playground. The twins took two shiny new bikes and I took a rusty old bike, which was lying on the floor. We got on the bikes and headed straight for the school gates. I pedaled as fast as I could to keep up with the twins, but my bike was so big for me I had to pedal standing up. My heart was pounding, partly from the pedaling but mostly because I was scared of getting caught.
We rode through the neighboring housing estate. We raced between grey concrete houses with broken windows and graffiti walls, around broken bottles and over ripped magazines. It was the beginning of summer. The sky was clear, the sun had been out for days and the housing estate was quiet. We came out the other side of the estate onto a narrow country road. I’d never been this far from school or home on a bike before and I’d never been on this road.
After about half an hour, we reached the River Lea. I didn’t know what we were doing here or where we were going. I was just following the twins. We hardly spoke and we definitely didn’t discuss what we were going to do. The River Lea ends in London and flows into the Thames.
That was common knowledge. Mark led the way down to the riverbed. The long hot summer had completely dried the river. Older people said it was the hottest July they could remember. By lunch time we were hungry. The twins hadn't brought any lunch, so I offered to share mine. They took my melting Mars bar and left me with a sweaty cheese and tomato sandwich. The only thing I hated more than cheese was tomato.
We explored the river, finding dead frogs, crushed beer cans and empty cigarette boxes, until we got bored. Mark got on his bike saying, "Let's find London." Off he went with us in his wake. He rode the left edge of the riverbed beside the grassy bank and I and rode the right edge. I rode straight down the middle. I don't know why I didn't just go home. I had no idea how long it would take to get to London, but I was sure it was a long way and I knew I was going to get in trouble.
Time flew by, I was getting tired and the sun was setting. We didn't seem to be any closer to London. As it got darker, the twins started to disappear ahead of me and I was beginning to forget what they looked like. Terrible thoughts entered my head. What would happen when I finally got back home? I could see my Mom screaming at me, pulling me by the hair and my Dad's angry face, very angry face. I couldn't see the twins any longer. I was becoming more and more frightened of being lost in the middle of nowhere than of my mom and dad. I began to hate the twins for getting me into this trouble although I knew it was really my own fault.
The sun had set when I reached Tiring, a small town I had never heard of. I could see the twins had stopped. They were talking to a couple out walking their dog. To my surprise seeing the twins was comforting. My panic began to disappear. We were in the couple's living room having a nice hot cup of tea when the police rang the doorbell. They were serious and treated us like suspects. "What are your names? Where do you live? Do your parents know where you are?"
They telephoned our parents and drove us home. As the police talked to my mom and dad, I quietly slipped up to my bedroom. I heard the police drive away and my Mom thumping up the stairs towards my room. I got slapped three times with the sole of her shoe. Three time. That was it. Then she left my room. She never said a word.
Look at the Language
1. Look at the lexical chunks below. All the expressions are from the story, Away Day.
Lexical chunks (frozen or fixed)
In the middle of nowhere
I had no idea
Lexical Chunks (semi-frozen or semi-fixed)
She never said a word
I didn’t know where we were going
I didn’t know what we were doing
Adjective plus
2. What other nouns can you use after the adjective ‘shiny new’? E.g. shiny new shoes, shiny new bike
3. What other nouns can you use after the adjective ‘broken’? E.g. broken heart,
Broken window, broken house
Examples of verb plus noun collocations (words that naturally go together)
I didn’t do my homework. (Do / homework)
They were always in trouble with the teachers. (Be / trouble)
4. Underline the weakest verb and noun collocation.
Example:
Exam Take / pass / fail / study for / sit / revise
Homework Do / forget / lose / prepare / finish / hand in
Trouble Be in / expect / make / discover / get into / ask for
How to Achieve Communicative competence
Because in lexical approach, students role is as an improviser and as a negotiator. As a teacher we must design the task, activities, and the materials to make the students improve themselves. Like my activity, I made the student study in a group or in pair work. With study like this, the student can improve their communication because they have friend to talk and share about the materials. In this activities they have chance to use the language. Its make they might make a mistake or errors, but it is really necessary. Me as the teacher should give them a right feedback. We have already achieved communicative competence.
Conclusion (How is Lexical Approach related to communicative competence)
The language learner's need to perceive and use patterns of lexis and collocation. Most significant is the underlying claim that language production is not a syntactic rule-governed process but is instead the retrieval of larger phrasal units from memory. Nevertheless, implementing a lexical approach in the classroom does not lead to radical methodological changes. Rather, it involves a change in the teacher's mindset. Most important, the language activities consistent with a lexical approach must be directed toward naturally occurring language and toward raising learners' awareness of the lexical nature of language. This is how the Lexical approach related to communicative competence.
References:
Richards, Jack C and Rodgers, Theodore S Rodgers. 2001. Approach and Methods in Language Teaching United States of America: Press Syndicate of the University of Cambridge.
http://www.teachingenglish.org.uk/activities/lexical-approach-classroom-activities
http://www.google.co.id teacher role in lexical approach teacher role in lexical approach
http://www.cal.org/resources/digest/0102lexical.html
http://privatewww.essex.ac.uk/~nharwood/lexapproach.htm
http://www.slideshare.net/thanhthaole/the-lexical-approach
Post by: Syarifah Chaniago
Socio-linguistic competence-communicative power precedes and is the basis, not the product of grammatical competence.
Much language consists of multiword “chunks”.
Grammatical error is recognized as intrinsic to the learning process
Good language learners recognize and use collocations, poly words contractions, and expression.
Characteristic of lexical approach are focus on the development of a vocabulary, meaningful chunks, collocations of lexical items and multiple words unit.
Basic concept
Learning a language consists of being able to understand and produce lexical phrases as chunks. Student are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words when they are thought in this way. In the lexical approach, instruction focused on fixed expression that occurs frequently in dialogue.
Design Lexical Approach
Design Objectives :
To realize a syllabus and accompanying materials based on lexical rather than grammatical principles and to cover the most frequent words together with their patterns and uses.
The teacher´s role :
The teacher talk is the major source of learner input and organizing the technological system, providing scaffolding to help learners. The teacher methodology: Task Planning Report
Learner´s role :
Learner´s role Discoverer Data analyst
A New Role for Lexis
Michael Lewis (1993), who coined the term lexical approach, suggests the following:
Lexis is the basis of language.
Lexis is misunderstood in language teaching because of the assumption that grammar is the basis of language and that mastery of the grammatical system is a prerequisite for effective communication.
One of the central organizing principles of any meaning-centered syllabus should be lexis.
Despite references to the natural environments in which words occur, Sinclair's (1987) and Willis's (1990) lexical syllabus are word based. However, Lewis's (1993) lexical syllabus is specifically not word based, because it "explicitly recognizes word patterns for (relatively) de-lexical words, collocation power for (relatively) semantically powerful words, and longer multi-word items, particularly institutionalized sentences, as requiring different, and parallel pedagogical treatment" (Lewis, 1993, p. 109).
Activities that the students will do are reading, speaking and writing.
Media that I will use are a paragraph and picture from the book.
Activities:
Pair work and Working in a small group
Reflection:
Implementation
How to achieve lexical approach
Conclusion (How is Lexical approach related to communicative competence).
Technique(s):
Controlled techniques
Reading aloud: Reading directly from a given text.
Question answer, display: Activity involving prompting of student responses.
Checking teacher: guiding the correction of student work, providing feedback as an activity.
IMPLEMENTATION
Presentation, Practice and Production (PPP)
Presentation involves presenting the target language (the language to be taught to the students) to the students generally through eliciting and cueing of the students to see if they know it and then providing the language if no one does. The target language is usually put on the board either in structure (grammar-type) charts or in dialogs. Presentation features more “teacher talk” than the other stages of the lesson.
Next is Practice where the students practice the target language in one to three activities that progress from very structured (students are given activities that provide little possibility for error) to less-structured (as they master the material). These activities should include as much “student talk” as possible and not focus on written activities, though written activities can provide a structure for the verbal practices. Practice should have the “student talk time”.
Production is the stage of the lesson where the students take the target language and use it in conversations that they structure (ideally) and use it to talk about themselves or their daily lives or situations.
Plan Activity
TEACHER’S TASK
1. Read through this unit of classroom materials as if you were preparing to use them for a group of high intermediate to advanced learners and decide how you would need to adapt the materials.
2. If appropriate adapt and use these materials with your students. After using the materials think about these questions:
- Which goals do I think the materials achieved?
- Which goals do I think the materials fail to achieve?
- Did I notice students doing anything differently with these materials than with other materials I have been using?
- Did my students have a positive, negative or indifferent response to the materials?
- Did I, as a teacher, do anything differently using these materials?
- Did I, as a teacher, have a positive, negative or indifferent reaction to these materials?
School Days – student materials
Reading 1 - Away Day
Before you read
1. You are going to read a story about a young teenage boy from England. The boy has upset his parents. Read these sentences from the story and decide whether you think they come at the beginning, in the middle or at the end of the story.
"I got slapped three times with the sole of her shoe. Three time. That was it. Then she left my room. She never said a word."
2. The story is called Away Day and the first sentence reads, “The only time I ever bunked off what do you think the story is about? Write down some guesses and share them with other students.
As you read
1. As you read the story from the point of view of a teenage school boy, try to see pictures of the boy in your mind and decide if the boy deserved the punishment.
After you read
Reaction
1. Tell a partner, if you think the boy's punishment was appropriate and what you would have done if you were the parents.
2. Think about the following questions:
How do you feel about the boy in the story?
Why do you think the boy went with the twins?
Why do you think the boy's mother reacted in the way she did?
At the beginning of the story the author tells you the twins were always in trouble. Why do you think he tells you that?
Discuss your thoughts about the questions in a small group.
3. Discuss your answers to the following questions with a partner:
In paragraphs 1 and 2, what words tell you the housing estate is poor/working class?
In paragraphs 3 and 4, how do you know the weather is hot and has been hot for some time?
In paragraphs 5 and 6 the boy is becoming more and more frightened. What do you think frightens him?
The boy was punished in the final paragraph. Was it the punishment he expected? Was the punishment effective?
THE HAND OUT
Away Day
The only time I ever bunked off school, I was thirteen years old. It was break time and I hadn’t done my history homework. The Grant brothers convinced me to go with them. The Grants were twins and were always in trouble with the teachers. We went to the bike sheds at the back of the playground. The twins took two shiny new bikes and I took a rusty old bike, which was lying on the floor. We got on the bikes and headed straight for the school gates. I pedaled as fast as I could to keep up with the twins, but my bike was so big for me I had to pedal standing up. My heart was pounding, partly from the pedaling but mostly because I was scared of getting caught.
We rode through the neighboring housing estate. We raced between grey concrete houses with broken windows and graffiti walls, around broken bottles and over ripped magazines. It was the beginning of summer. The sky was clear, the sun had been out for days and the housing estate was quiet. We came out the other side of the estate onto a narrow country road. I’d never been this far from school or home on a bike before and I’d never been on this road.
After about half an hour, we reached the River Lea. I didn’t know what we were doing here or where we were going. I was just following the twins. We hardly spoke and we definitely didn’t discuss what we were going to do. The River Lea ends in London and flows into the Thames.
That was common knowledge. Mark led the way down to the riverbed. The long hot summer had completely dried the river. Older people said it was the hottest July they could remember. By lunch time we were hungry. The twins hadn't brought any lunch, so I offered to share mine. They took my melting Mars bar and left me with a sweaty cheese and tomato sandwich. The only thing I hated more than cheese was tomato.
We explored the river, finding dead frogs, crushed beer cans and empty cigarette boxes, until we got bored. Mark got on his bike saying, "Let's find London." Off he went with us in his wake. He rode the left edge of the riverbed beside the grassy bank and I and rode the right edge. I rode straight down the middle. I don't know why I didn't just go home. I had no idea how long it would take to get to London, but I was sure it was a long way and I knew I was going to get in trouble.
Time flew by, I was getting tired and the sun was setting. We didn't seem to be any closer to London. As it got darker, the twins started to disappear ahead of me and I was beginning to forget what they looked like. Terrible thoughts entered my head. What would happen when I finally got back home? I could see my Mom screaming at me, pulling me by the hair and my Dad's angry face, very angry face. I couldn't see the twins any longer. I was becoming more and more frightened of being lost in the middle of nowhere than of my mom and dad. I began to hate the twins for getting me into this trouble although I knew it was really my own fault.
The sun had set when I reached Tiring, a small town I had never heard of. I could see the twins had stopped. They were talking to a couple out walking their dog. To my surprise seeing the twins was comforting. My panic began to disappear. We were in the couple's living room having a nice hot cup of tea when the police rang the doorbell. They were serious and treated us like suspects. "What are your names? Where do you live? Do your parents know where you are?"
They telephoned our parents and drove us home. As the police talked to my mom and dad, I quietly slipped up to my bedroom. I heard the police drive away and my Mom thumping up the stairs towards my room. I got slapped three times with the sole of her shoe. Three time. That was it. Then she left my room. She never said a word.
Look at the Language
1. Look at the lexical chunks below. All the expressions are from the story, Away Day.
Lexical chunks (frozen or fixed)
In the middle of nowhere
I had no idea
Lexical Chunks (semi-frozen or semi-fixed)
She never said a word
I didn’t know where we were going
I didn’t know what we were doing
Adjective plus
2. What other nouns can you use after the adjective ‘shiny new’? E.g. shiny new shoes, shiny new bike
3. What other nouns can you use after the adjective ‘broken’? E.g. broken heart,
Broken window, broken house
Examples of verb plus noun collocations (words that naturally go together)
I didn’t do my homework. (Do / homework)
They were always in trouble with the teachers. (Be / trouble)
4. Underline the weakest verb and noun collocation.
Example:
Exam Take / pass / fail / study for / sit / revise
Homework Do / forget / lose / prepare / finish / hand in
Trouble Be in / expect / make / discover / get into / ask for
How to Achieve Communicative competence
Because in lexical approach, students role is as an improviser and as a negotiator. As a teacher we must design the task, activities, and the materials to make the students improve themselves. Like my activity, I made the student study in a group or in pair work. With study like this, the student can improve their communication because they have friend to talk and share about the materials. In this activities they have chance to use the language. Its make they might make a mistake or errors, but it is really necessary. Me as the teacher should give them a right feedback. We have already achieved communicative competence.
Conclusion (How is Lexical Approach related to communicative competence)
The language learner's need to perceive and use patterns of lexis and collocation. Most significant is the underlying claim that language production is not a syntactic rule-governed process but is instead the retrieval of larger phrasal units from memory. Nevertheless, implementing a lexical approach in the classroom does not lead to radical methodological changes. Rather, it involves a change in the teacher's mindset. Most important, the language activities consistent with a lexical approach must be directed toward naturally occurring language and toward raising learners' awareness of the lexical nature of language. This is how the Lexical approach related to communicative competence.
References:
Richards, Jack C and Rodgers, Theodore S Rodgers. 2001. Approach and Methods in Language Teaching United States of America: Press Syndicate of the University of Cambridge.
http://www.teachingenglish.org.uk/activities/lexical-approach-classroom-activities
http://www.google.co.id teacher role in lexical approach teacher role in lexical approach
http://www.cal.org/resources/digest/0102lexical.html
http://privatewww.essex.ac.uk/~nharwood/lexapproach.htm
http://www.slideshare.net/thanhthaole/the-lexical-approach
Post by: Syarifah Chaniago
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