412:
computer analysis of large databases of authentic text have helped to resuscitate this line of work. The modern lexical syllabus is discussed in
Sinclair & Renouf (1988), who state that the main benefit of a lexical syllabus is that it emphasizes utility - the student learns that which is most valuable because it is most frequent. Related work on collocation is reported by Sinclair (1987) and Kennedy (1989), and the Collins COBUILD English Course (Willis & Willis 1988) is cited as an exemplary pedagogic implementation of the work, though "in fact, however, the COBUILD textbooks utilize one of the more complex hybrid syllabi in current ESL texts" (Long & Crookes 1993:23).
63:
125:
22:
186:
244:
416:
subject to the criticism levelled by
Brumfit against notional functional syllabi, i.e. that it (in this case, deliberately) takes no cognisance of how a second language is learned. Since these observations were made, however, Willis (1990) and Lewis (1993) have gone some way to provide such a theoretical justification.
411:
The lexical syllabus is a form of the propositional paradigm that takes 'word' as the unit of analysis and content for syllabus design. Various vocabulary selection studies can be traced back to the 1920s and 1930s (West 1926; Ogden 1930; Faucet et al. 1936), and recent advances in techniques for the
370:
in the United
Kingdom, contributed to a learning theory supporting the lexical approach, in which he stated that "the mind stores and processes these chunks as individual wholes." The short-term capacity of the brain is much more limited than long-term and so it is much more efficient for our brain
415:
Sinclair & Renouf (1988:155) find that (as with other synthetic syllabi), claims made for the lexical syllabus are not supported by evidence, and the assertion that the lexical syllabus is "an independent syllabus, unrelated by any principles to any methodology" (Sinclair et al. 1988:155) is
359:, though this is not necessarily primarily due to the Lexical Approach. This is because anywhere from 55 to 80% of native speakers' speech are derived from prefabricated phrases. Learning these phrases therefore contributes significantly to language fluency.
582:
Sinclair, B. (1996). Materials design for the promotion of learner autonomy: how explicit is explicit? In R. Pemberton, S.L. Edward, W.W.F. Or, and H.D. Pierson (Eds.). Taking
Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.
327:, Laufer and others have been influential in this field, with various techniques to quickly expand the student's vocabulary mostly via vocabulary list learning. On the longer end, it requires to understand and produce
385:
Most language learners are accustomed to learning basic conversation starters in the form of lexical chunks, including: "Good morning," "How are you?" "Where is the restroom?" "Thank you," "How much does this cost?"
988:
323:
with focus on lexical units of various sizes. On the smaller end, the lexical approach refers to teaching practices where vocabulary learning sets the preliminary ground for further language learning.
978:
347:
The lexical method concentrates on teaching fixed terms that are common in conversations, which Lewis states make up a bigger portion of speech than original words and sentences.
562:
Faucet, L., West, M., Palmer, H. & Thorndike, E.L. (1936). The
Interim Report on Vocabulary Selection for the Teaching of English as a Foreign Language. London: P.S. King.
916:
983:
551:
Boers, Frank (2006) "Formulaic sequences and perceived oral proficiency: putting a
Lexical Approach to the test," Language Teaching Research, Vol. 10, No. 3, 245-261
617:
906:
356:
1014:
84:
667:
371:
to pull up a lexical chunk as if it were one piece of information as opposed to pulling up each word as separate pieces of information.
134:
302:
284:
225:
167:
106:
49:
35:
865:
610:
524:
652:
697:
430:
911:
634:
207:
196:
993:
732:
829:
662:
603:
262:
77:
71:
579:
Ogden, C.K. (1930). Basic
English: An Introduction with Rules and Grammar. London: Kegan Paul, Trench & Trubner.
814:
809:
677:
672:
647:
458:
138:
88:
367:
332:
947:
768:
737:
682:
747:
657:
425:
254:
266:
203:
41:
589:
Willis, J. & Willis, D. (Eds.) (1996). Challenge and Change in
Language Teaching. Oxford: Heinemann
586:
West, M. (1926). Bilingualism (With
Special Reference to Bengal). Calcutta: Bureau of Education, India.
804:
788:
642:
860:
850:
773:
702:
626:
320:
824:
687:
506:
937:
742:
717:
552:
496:
962:
957:
855:
834:
389:
Language learners also use lexical chunks as templates or formulas to create new phrases:
363:
484:
752:
328:
335:
in the early 1990s. Students are there taught to identify frequent language patterns (
1008:
819:
778:
727:
712:
692:
149:
435:
324:
942:
932:
783:
722:
556:
355:
in this approach. The teaching of chunks and set phrases has become common in
348:
510:
952:
501:
145:
870:
336:
595:
366:, an American linguist and professor of applied linguistics at the
890:
885:
880:
875:
525:"Lexical Approach 2 - What does the lexical approach look like?"
599:
237:
179:
118:
56:
15:
592:
Willis, D. (1990). The
Lexical Syllabus. London: Collins.
979:
List of countries where English is an official language
339:), as well as to have sets of words at their disposal.
459:"Why has the lexical approach been so long in coming?"
206:. Please help to ensure that disputed statements are
381:
Have you ever ... been / seen / had / heard / tried?
989:
Most commonly learned foreign languages in the U.S.
971:
925:
899:
843:
797:
761:
633:
984:List of countries by English-speaking population
569:, Language Teaching Publications, Hove, England.
611:
8:
265:. There might be a discussion about this on
50:Learn how and when to remove these messages
618:
604:
596:
148:. Please do not remove this message until
500:
303:Learn how and when to remove this message
285:Learn how and when to remove this message
226:Learn how and when to remove this message
168:Learn how and when to remove this message
107:Learn how and when to remove this message
202:Relevant discussion may be found on the
144:Relevant discussion may be found on the
70:This article includes a list of general
907:English as a second or foreign language
529:TeachingEnglish | British Council | BBC
447:
357:English as a foreign or second language
7:
453:
451:
668:Computer-assisted language learning
76:it lacks sufficient corresponding
14:
567:Implementing the Lexical Approach
31:This article has multiple issues.
242:
184:
123:
61:
20:
653:Communicative language teaching
379:Common lexical chunks include:
39:or discuss these issues on the
483:Schmit, Norbert (2000-10-01).
1:
1015:Language-teaching methodology
912:English for specific purposes
319:refers to various methods of
994:EF English Proficiency Index
733:Task-based language learning
565:Lewis, Michael, ed. (1997).
830:Second-language acquisition
663:Community language learning
331:as chunks, as described by
150:conditions to do so are met
1031:
900:Programs and organizations
815:English as a lingua franca
810:Critical period hypothesis
698:Grammar–translation method
431:Grammar–translation method
321:teaching foreign languages
673:Content-based instruction
648:Automatic Language Growth
557:10.1191/1362168806lr195oa
402:What are you looking for?
368:University of Nottingham
769:Mother tongue mirroring
738:Total physical response
683:Dogme language teaching
351:is prized over grammar
91:more precise citations.
748:Vocabulary development
658:Comprehension approach
572:Lewis, Michael (1993)
426:Communicative approach
866:Competency evaluation
399:What are you cooking?
805:Bilingual dictionary
713:Michel Thomas Method
643:Audio-lingual method
574:The Lexical Approach
502:10.1093/elt/54.4.400
396:What are you saying?
255:confusing or unclear
195:factual accuracy is
861:Corrective feedback
851:Language assessment
762:Teaching techniques
393:What are you doing?
263:clarify the article
137:of this article is
774:Sandwich technique
703:Language immersion
627:Language education
1002:
1001:
825:Language transfer
688:Extensive reading
313:
312:
305:
295:
294:
287:
236:
235:
228:
178:
177:
170:
117:
116:
109:
54:
1022:
938:H. Douglas Brown
743:TPR Storytelling
718:Natural approach
708:Lexical approach
620:
613:
606:
597:
539:
538:
536:
535:
521:
515:
514:
504:
485:"Lexical chunks"
480:
474:
473:
471:
470:
455:
317:lexical approach
308:
301:
290:
283:
279:
276:
270:
246:
245:
238:
231:
224:
220:
217:
211:
208:reliably sourced
188:
187:
180:
173:
166:
162:
159:
153:
127:
126:
119:
112:
105:
101:
98:
92:
87:this article by
78:inline citations
65:
64:
57:
46:
24:
23:
16:
1030:
1029:
1025:
1024:
1023:
1021:
1020:
1019:
1005:
1004:
1003:
998:
967:
963:Scott Thornbury
958:Stephen Krashen
921:
895:
856:Washback effect
839:
835:World Englishes
793:
789:Information gap
757:
629:
624:
548:
543:
542:
533:
531:
523:
522:
518:
482:
481:
477:
468:
466:
457:
456:
449:
444:
422:
409:
377:
364:Norbert Schmitt
345:
329:lexical phrases
309:
298:
297:
296:
291:
280:
274:
271:
260:
247:
243:
232:
221:
215:
212:
201:
193:This article's
189:
185:
174:
163:
157:
154:
143:
128:
124:
113:
102:
96:
93:
83:Please help to
82:
66:
62:
25:
21:
12:
11:
5:
1028:
1026:
1018:
1017:
1007:
1006:
1000:
999:
997:
996:
991:
986:
981:
975:
973:
969:
968:
966:
965:
960:
955:
950:
945:
940:
935:
929:
927:
923:
922:
920:
919:
914:
909:
903:
901:
897:
896:
894:
893:
888:
883:
878:
873:
868:
863:
858:
853:
847:
845:
841:
840:
838:
837:
832:
827:
822:
817:
812:
807:
801:
799:
795:
794:
792:
791:
786:
781:
776:
771:
765:
763:
759:
758:
756:
755:
753:Whole language
750:
745:
740:
735:
730:
725:
720:
715:
710:
705:
700:
695:
690:
685:
680:
675:
670:
665:
660:
655:
650:
645:
639:
637:
631:
630:
625:
623:
622:
615:
608:
600:
594:
593:
590:
587:
584:
580:
577:
570:
563:
560:
547:
544:
541:
540:
516:
495:(4): 400–401.
475:
446:
445:
443:
440:
439:
438:
433:
428:
421:
418:
408:
405:
404:
403:
400:
397:
394:
376:
373:
344:
341:
311:
310:
293:
292:
250:
248:
241:
234:
233:
192:
190:
183:
176:
175:
131:
129:
122:
115:
114:
69:
67:
60:
55:
29:
28:
26:
19:
13:
10:
9:
6:
4:
3:
2:
1027:
1016:
1013:
1012:
1010:
995:
992:
990:
987:
985:
982:
980:
977:
976:
974:
970:
964:
961:
959:
956:
954:
951:
949:
946:
944:
941:
939:
936:
934:
931:
930:
928:
924:
918:
915:
913:
910:
908:
905:
904:
902:
898:
892:
889:
887:
884:
882:
879:
877:
874:
872:
869:
867:
864:
862:
859:
857:
854:
852:
849:
848:
846:
842:
836:
833:
831:
828:
826:
823:
821:
820:Interlanguage
818:
816:
813:
811:
808:
806:
803:
802:
800:
796:
790:
787:
785:
782:
780:
779:Back-chaining
777:
775:
772:
770:
767:
766:
764:
760:
754:
751:
749:
746:
744:
741:
739:
736:
734:
731:
729:
728:Suggestopedia
726:
724:
721:
719:
716:
714:
711:
709:
706:
704:
701:
699:
696:
694:
691:
689:
686:
684:
681:
679:
678:Direct Method
676:
674:
671:
669:
666:
664:
661:
659:
656:
654:
651:
649:
646:
644:
641:
640:
638:
636:
632:
628:
621:
616:
614:
609:
607:
602:
601:
598:
591:
588:
585:
581:
578:
575:
571:
568:
564:
561:
558:
554:
550:
549:
545:
530:
526:
520:
517:
512:
508:
503:
498:
494:
490:
486:
479:
476:
464:
460:
454:
452:
448:
441:
437:
434:
432:
429:
427:
424:
423:
419:
417:
413:
406:
401:
398:
395:
392:
391:
390:
387:
383:
382:
374:
372:
369:
365:
360:
358:
354:
350:
342:
340:
338:
334:
333:Michael Lewis
330:
326:
322:
318:
307:
304:
289:
286:
278:
268:
267:the talk page
264:
258:
256:
251:This article
249:
240:
239:
230:
227:
219:
209:
205:
199:
198:
191:
182:
181:
172:
169:
161:
151:
147:
141:
140:
136:
130:
121:
120:
111:
108:
100:
97:November 2015
90:
86:
80:
79:
73:
68:
59:
58:
53:
51:
44:
43:
38:
37:
32:
27:
18:
17:
798:Key concepts
707:
693:Focal Skills
573:
566:
532:. Retrieved
528:
519:
492:
488:
478:
467:. Retrieved
465:. 2013-03-26
463:the Guardian
462:
414:
410:
388:
384:
380:
378:
361:
352:
346:
316:
314:
299:
281:
272:
261:Please help
252:
222:
213:
194:
164:
155:
133:
103:
94:
75:
47:
40:
34:
33:Please help
30:
948:Jim Cummins
635:Methodology
489:ELT Journal
436:Paul Nation
325:Paul Nation
89:introducing
972:Statistics
943:Pit Corder
933:Betty Azar
926:Key people
844:Assessment
784:Dictogloss
723:Silent way
534:2020-06-09
469:2020-06-09
442:References
349:Vocabulary
275:April 2024
257:to readers
216:April 2024
158:April 2024
135:neutrality
72:references
36:improve it
953:Rod Ellis
511:0951-0893
362:In 2000,
204:talk page
146:talk page
42:talk page
1009:Category
583:149–165.
420:See also
407:Syllabus
375:Examples
197:disputed
139:disputed
871:DIALANG
546:Sources
337:grammar
253:may be
85:improve
509:
353:per se
343:Theory
74:, but
917:TESOL
891:UCLES
886:TOEIC
881:TOEFL
876:IELTS
507:ISSN
315:The
132:The
553:doi
497:doi
1011::
527:.
505:.
493:54
491:.
487:.
461:.
450:^
45:.
619:e
612:t
605:v
576:.
559:.
555::
537:.
513:.
499::
472:.
306:)
300:(
288:)
282:(
277:)
273:(
269:.
259:.
229:)
223:(
218:)
214:(
210:.
200:.
171:)
165:(
160:)
156:(
152:.
142:.
110:)
104:(
99:)
95:(
81:.
52:)
48:(
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.