ELT METHODS

LECTURE WEEK 10
LEXICAL
APPROACH
In the lexical approach, instruction focuses on fixed expressions that
occur frequently in dialogues,
Using the Lexical Approach requires the investigation of spoken and written
language in order to notice structures which are often ignored because they
do not fall into the categories determined by the traditional understanding of
grammar.
The idea is not so much that students remember the structure of various
lexical chunks, for there are far too many to remember, but that they become
aware of the structural nature of the language beyond the traditional grammar
structures.
Once they have some awareness of how language is chunked together, they
are more likely to notice the how a particular lexical chunk is structured and
that dissection process is a step not only towards retaining that structure but
also other structures like it.
Lewis (1993), who termed the phrase lexical approach, has
suggested the following:

Lexis is the basis of language.
Lexis is misunderstood in language teaching because it is
assumed that grammar is the basis of language and as such
mastery of the grammatical system is a requirement for effective
communication.
The key notion of a lexical approach is that language consists
of grammaticalised lexis not lexicalised grammar.
Principles of the Lexical Approach
Language consists of grammaticalised lexis, not lexicalised grammar.
The grammar/vocabulary dichotomy is invalid; much of language consists
of multi-words 'chunks'.
A vital element of language teaching is raising students' awareness of, and
developing their ability to 'chunk' language successfully.
Although structural patterns are known as useful, lexical and metaphorical
patterning are accorded appropriate status.
Collocation is integrated as an organising principle within syllabuses.
The central metaphor of language is holistic.
It is the co-textual rather than the situational element of context which is
of primary importance for language teaching.
Activities used to develop learners knowledge of
lexical chains
Repetition and recycling of activities, such as
summarizing a text orally one day and again a
few days later are done to keep words and
expressions that have been learned active.
Guessing the meaning of vocabulary items
from context.
Working with dictionaries and other reference
tools.
Eclectic Approach
The eclectic approach is the label given to a teacher's
use of techniques and activities from a range of
language teaching approaches and methodologies.

The eclectic approach is the label given to a teacher's
use of techniques and activities from a range of
language teaching approaches and methodologies.
The teacher decides what methodology or approach
to use depending on the aims of the lesson and the
learners in the group.
Why is Eclectic Method Suited to
Learners?
Flexible
Maximizes childs passions for learning
Accommodates childs learning style
Facilitates acceleration for the childs gifts
Accomodates disabilities

The advantages of an eclectic
method
The use of a variety of ideas and procedures from
different existing approaches and methods will
increase the chances of learning taking place.

Awareness of a range of available techniques will
help teachers exploit materials better and manage
unexpected situations.


Task-Based Learning (TBL)
Based on the belief that students may learn more
effectively when their minds are focused on the task,
rather than on the language they are using.
This could be a problem solving activity or a project,
but the task has a clear objective, appropriate
content, a working\application procedure, and a set
range of outcomes.
The lesson is based around the completion of a
central task and the language studied is determined
by what happens as the students complete it.

The Willis TBL Framework (1996)