PREROGATIVE OF THE LEXICAL APPROACH IN COMMUNICATIVE LANGUAGE TEACHING
DOI:
https://doi.org/10.46827/ejes.v0i0.2989Keywords:
The development of the Lexical Approach through Communicative Language Teaching (CLT) in TEFL has been hindered by disagreement as to the cause of L1 prior knowledge awareness of some lexis. The Lexical Approach theory claims that the most important diffeAbstract
The development of the Lexical Approach through Communicative Language Teaching (CLT) in TEFL has been hindered by disagreement as to the cause of L1 prior knowledge awareness of some lexis. The Lexical Approach theory claims that the most important difference is the increased understanding of the nature of lexis in naturally occurring language, and its potential contribution to language pedagogy. A review of studies investigating the effectiveness of the Lexical approach advanced by proponents of the Communicative approach (CLT) supported the validity of this phenomena. However, competing theories emphasise the importance of naturally occurring lexis features not addressed by CLT methodically. This article aims to critically assess and elaborate on how the emphasis on the lexical features of language use and learning are changing the methodology of TEFL nowadays. It was concluded that, while effective to some extent, the CLT is too restrictive to account for a full range of naturally acquired ‘chunks’, so cannot alone provide a comprehensive account of language practice.
Article visualizations:
References
Bećirović, S., & Hurić-Bećirović, R. (2017). The role of age in students’ motivation and achievement in learning English as a second language. Journal of Linguistic and Intercultural Education - JoLIE, 10(1), 23-35. doi:10.29302/jolie.2017.10.1.2
Čeljo, A. B., Bećirović, S., & Bureković, M. (2018). The use of imaginative conditional clauses by Bosnian University-level English-majoring students. Journal of Linguistic Intercultural Education, 11(2). doi:10.29302/jolie.2018.11.2.2
Brown, H. D., & Abeywickrama, P. (2004). Language assessment. Principles and Classroom Practices. White Plains, NY: Pearson Education.
Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Longman. Inc. USA.
Cook, V., & Cook, V. J. (1993). Linguistics and second language acquisition. London: Macmillan.
Cook, V. (2016). Second language learning and language teaching. Routledge.
Cunningham, S., & Moor, P. (2005). Cutting EDGE. Spain: Logman.
Dervić, M. & Spahić, N. (2018). An Evaluation of Five Key Aspects of the Language Acquisition (LA) – A Critical Review of Krashen`s Theory. ILUM, 16(16), 391-408.
Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
Estaire, S., & Zanon, J. (1994). A Task Based Approach. Macmillan.
Harmer, J. (2005). The Practice of English Language Teaching. Malaysia: Longman.
Kovačević, F., Brdarević-Čeljo, A. & Bećirović, S. (2018). Opportunities and Challenges Facing Bosnian High-School EFL Learners. European Researcher, 9(4). doi:10.13187/er.2018.4.298
Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Essex: Longman.
Kryszewska, H. (2003). Why I won’t say goodbye to the lexical approach. Humanising language teaching, 5(2), 1-11.
Lewis, M. (1993). The Lexical Approach. Hove: Language Teaching Publication.
Lewis, M. (1997). Implementing the Lexical Approach. Hove: Language Teaching Publication.
Littlewood, W. (1981). Communicative Language Teaching. New York: Cambridge University Press.
Nattinger, J. R. (1980). A lexical phrase grammar for ESL. TESOL Quarterly, 14(3), 337-344.
Rahimi, M., & Momeni, G. (2012). The effect of teaching collocations on English language proficiency. Procedia-Social and Behavioral Sciences, 31, 37-42. doi:10.1016/j.sbspro.2011.12.013
Richards, J. C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2 ed.). Cambridge: Cambridge University Press.
Rizvić, E. & Bećirović, S. (2017). Willingness to Communicate in English as a Foreign Language in Bosnian-Herzegovinian EFL Context. European Researcher, 8(3). doi:10.13187/er.2017.3.224
Scrivener, J. (1994). Learning Teaching. Heinemann.
Van Ek, J., & Alexander, L. G. (1975). Threshold Level English. Oxford: Pergamon.
Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford: Oxford University Press.
Wilkins, D. A. (1972). Linguistics in Language Teaching. London: Edward Arnold.
Willis, D. (1990). The Lexical Syllabus: A new approach to language teaching. London: Collins.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
