1. Lexical approach Eclectic approach
Introduction Focus in helping students to acquire vocabulary Approach that does not hold rigidly to a single
Away from grammar based-syllabus paradigm or set of assumptions, but instead draws
upon multiple theories, styles or ideas to gain
complementary insights into a subject (integrated)
The usage of multiple teaching styles in a
discriminating manner
Principles Meaning of sentences are not carried by grammar but The use of a variety of language learning activities
through lexis which have different characteristics and may be
Concentrate on developing learners’ proficiency with motivated by underlying assumptions
lexis or words Limited number of techniques will not give any
Believe in the centrality of the lexis to benefits to the students in learning
-language structure
-language use
-multiword lexical units
Contents What is lexis? Application of the principle:
-individual vocabulary words & word combinations Addressing the issues of learners needs and styles
(lexical chunk) that we store in our mental lexicon Teacher can develop a needs analysis which can be
-language production involves piecing together ready- used to develop the course syllabus
made units appropriate for a particular situation Combination of a variety sources
What is lexical chunk? Approaches
-any pair or group of words which commonly found -communicative approach (opinion gap)
together, or in close proximity -lexical approach (lexical chunk in reading text)
-example: by the way, in my opinion -structural-situational approach (establishing a
-types of lexical chunks: context for the presentation of new structures)
1)polywords (by the way)
2)collocations (community service)
3)institutionalised utterances (we’ll see)
4) sentence frames (that is not as..as you think)
5) sentence heads (the fact was that..)
6) text frame (firstly.. secondly..)

2. Criticism Lewis (1993) Advantages of an eclectic method
~PRINCIPLE 1: GRAMMATICALISED LEXIS Safety; the usage of a variety of methods
Lexical approach is the development of communicative and approaches increases the changes of
approach learning to take place
Language is learnt by an increasing ability to break Interest; teacher can use different methods
down wholes into parts to hold students’ attention
Grammar is acquired by a process of observation, Diversity; different learning/ teaching
hypothesis and experiment. contexts require different methodologies
Use whole phrases without understanding their Flexibility; awareness of range of available
constituent parts techniques will help teachers to exploit
Acquisition occurs when there is contact with a materials better and manage unexpected
sympathetic interlocutor of a higher level of competence situations
in TL Inter language skills
Lexis is central in creating meaning, grammar plays a -a scale of languages that fit the level of
subservient managerial role students’ language skills at any moment
~PRINCIPLE 2: COLLOCATION IN ACTION
Comprehensible input
Strange combination of words in native-speakers’ ears
-if we do not understand the input, we cannot
~PRINCIPLE 3: NOTICING
learn
Teacher will guide the students
Sometimes it will occur on it’s own Negotiation of meaning
Noticing is explicit & implicit -interactional hypothesis that states that
~PRINCIPLE 4: LANGUAGE AWARENESS learning comes about in the moment of exchange
Learning can occur affectively if teacher implements the between a native speaker and a non-speaker
language awareness approach to learning with a lexical
approach to describe language. Product oriented approach
Teacher helps students to be aware of how language -accumulation of bits and pieces of a language
functions
Schmitt (2000)
Mind is able to store large amounts of information in
long term memory but its short term capacity is much
more limited
When producing language in speech, it is much more
efficient for the brain to recall a chunk of language as
if it were one piece of information
Activities Intensive and extensive listening and reading in the Set induction
target language Begins with inductive activity
Comparison between L1 & L2 (chunk-language awareness) Identify different uses of synonyms of
Repetition and recycling of activities movement based on reading text
Guessing the meaning of vocabulary Practice
Activities which will evoke the students to identify the Practise these using Total Physical Response
lexical chunk; collocations; in the materials (TPR)
Next lesson
Use task-based approach
The input is recycled through a task-based
Don’t teach vocabulary out of context
lesson
Don’t teach isolated words; try to collocate them (bank
Students instructed to produce the
account)
instructions for an exercise manual