Abstract:
The Lexical Approach was first named by Lewis in 1993, but even prior to that linguists had noted the importance of teaching set phrases or chunks to students. While Lewis officially termed the approach and gave a general structure for teaching as Observe-Hypothesize-Experiment, he did not set out specific procedures to follow. In his books, he does provide ample activities that teachers can implement, but many of them require a lot of time for training students, and some also are impractical in situations where teachers do not have much flexibility over the curriculum. This paper sets out to show how language teachers in multiple contexts can practically implement activities aligned with the Lexical Approach without completely diverting from their curriculum or teaching procedures. |
