The Lexical Approach
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Transcript The Lexical Approach
The Lexical Approach
Caltanissetta settembre 2008
WORDS OF WISDOM
The human mind cannot help but make
meaning.
The teacher's primary responsibility is
response-ability.
You cannot learn what you do not
understand.
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WORDS OF WISDOM / 2
When students travel, they don 't carry
grammar books, they carry dictionaries.
Grammar is what has always made
English a school subject.
If you want to forget something, put it in a
list.
Our purpose is to help students make
maximal sense from minimal resources.
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The Lexical Approach 1
Language consists of grammaticalised
lexis, not lexicalised grammar.
The grammar/vocabulary dichotomy is
invalid; much language consists of multiword 'chunks'.
A central element of language teaching is
raising students' awareness of, and
developing their ability to 'chunk' language
successfully.
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The Lexical Approach 2
Although structural patterns are
acknowledged as useful, lexical and
metaphorical patterning are accorded
appropriate status.
Collocation is integrated as an
organising principle within syllabuses.
Evidence from computational linguistics
and discourse analysis influence
syllabus content and sequence.
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The Lexical Approach 3
Language is recognised as a personal
resource, not an abstract idealisation.
Successful language is a wider concept
than accurate language.
The central metaphor of language is
holistic -- an organism; not atomistic -a machine.
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The Lexical Approach 4
The primacy of speech over writing is
recognised; writing is acknowledged as a
secondary encodement, with a radically
different grammar from that of the spoken
language.
It is the co-textual rather than situational
elements of context which are of primary
importance for language teaching.
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The Lexical Approach 5
Socio-linguistic competence -communicative power -- precedes and is
the basis, not the product, of grammatical
competence.
Grammar as structure is subordinate to
lexis.
Grammatical error is recognised as
intrinsic to the learning process.
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The Lexical Approach 6
Grammar as a receptive skill, involving the
perception of similarity and difference, is
prioritised.
Sub-sentential and supra-sentential
grammatical ideas are given greater
emphasis, at the expense of earlier
concentration on sentence grammar and
the verb phrase.
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The Lexical Approach 7
Task and process, rather than exercise
and product, are emphasised.
Receptive skills, particularly listening, are
given enhanced status.
The Present-Practise-Produce
paradigm is rejected, in favour of a
paradigm based on the ObserveHypothesise-Experiment cycle.
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MAKE
OALD 18 in 4 fields + 7 other + idioms + phr
CIDE
11 fields + phr
COBUILD 35 in 6 fields + phr
LDOCE 35 in 14 fields + 9 other + phr (make
up: 9)
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UP
OALD
CIDE
COBUILD
LDOCE
18
23
33 in 3 fields/entries
46
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Le tecniche dell’approccio lessicale
Le “associazioni forti”
flauto
carattere
caffè
clima
ferro
dessert
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Le tecniche dell’approccio lessicale
Le “associazioni forti”
mani
scolare
uomo
asciutta
dentifricia
14
Le tecniche dell’approccio lessicale
Le “associazioni forti”
posta
scuola
prova
pegni
medicinali
nebbia
15
Le tecniche dell’approccio lessicale
Le “associazioni forti”
basso
uscio
mistero
volta
parola
[violino]
16
Le tecniche dell’approccio lessicale
Le “associazioni forti”
libero
prezzo
settimanale
coperto
pulci
[ortofrutticolo immobiliare azionario]
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Le tecniche dell’approccio lessicale
Le “associazioni forti”
lago
sorpresa
polli
nozze
Antonio Rivolta
[capponi]
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Le tecniche dell’approccio lessicale
Regione
21
________
oltre
100
Comune
oltre
____
Presidente o Agricoltura,
_________ istruzione professionale, ecc.
Presidente
Istruzione,
_________,
_________
_________
Anagrafe,
_________,
_________
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