PREROGATIVE OF THE LEXICAL APPROACH IN COMMUNICATIVE LANGUAGE TEACHING

Mersad Dervić, Senad Bećirović

Abstract


The development of the Lexical Approach through Communicative Language Teaching (CLT) in TEFL has been hindered by disagreement as to the cause of L1 prior knowledge awareness of some lexis. The Lexical Approach theory claims that the most important difference is the increased understanding of the nature of lexis in naturally occurring language, and its potential contribution to language pedagogy. A review of studies investigating the effectiveness of the Lexical approach advanced by proponents of the Communicative approach (CLT) supported the validity of this phenomena. However, competing theories emphasise the importance of naturally occurring lexis features not addressed by CLT methodically. This article aims to critically assess and elaborate on how the emphasis on the lexical features of language use and learning are changing the methodology of TEFL nowadays. It was concluded that, while effective to some extent, the CLT is too restrictive to account for a full range of naturally acquired ‘chunks’, so cannot alone provide a comprehensive account of language practice.

 

Article visualizations:

Hit counter

DOI

Keywords


The development of the Lexical Approach through Communicative Language Teaching (CLT) in TEFL has been hindered by disagreement as to the cause of L1 prior knowledge awareness of some lexis. The Lexical Approach theory claims that the most important diffe

Full Text:

PDF

References


Bećirović, S., & Hurić-Bećirović, R. (2017). The role of age in students’ motivation and achievement in learning English as a second language. Journal of Linguistic and Intercultural Education - JoLIE, 10(1), 23-35. doi:10.29302/jolie.2017.10.1.2

Čeljo, A. B., Bećirović, S., & Bureković, M. (2018). The use of imaginative conditional clauses by Bosnian University-level English-majoring students. Journal of Linguistic Intercultural Education, 11(2). doi:10.29302/jolie.2018.11.2.2

Brown, H. D., & Abeywickrama, P. (2004). Language assessment. Principles and Classroom Practices. White Plains, NY: Pearson Education.

Brown, D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Longman. Inc. USA.

Cook, V., & Cook, V. J. (1993). Linguistics and second language acquisition. London: Macmillan.

Cook, V. (2016). Second language learning and language teaching. Routledge.

Cunningham, S., & Moor, P. (2005). Cutting EDGE. Spain: Logman.

Dervić, M. & Spahić, N. (2018). An Evaluation of Five Key Aspects of the Language Acquisition (LA) – A Critical Review of Krashen`s Theory. ILUM, 16(16), 391-408.

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.

Estaire, S., & Zanon, J. (1994). A Task Based Approach. Macmillan.

Harmer, J. (2005). The Practice of English Language Teaching. Malaysia: Longman.

Kovačević, F., Brdarević-Čeljo, A. & Bećirović, S. (2018). Opportunities and Challenges Facing Bosnian High-School EFL Learners. European Researcher, 9(4). doi:10.13187/er.2018.4.298

Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Essex: Longman.

Kryszewska, H. (2003). Why I won’t say goodbye to the lexical approach. Humanising language teaching, 5(2), 1-11.

Lewis, M. (1993). The Lexical Approach. Hove: Language Teaching Publication.

Lewis, M. (1997). Implementing the Lexical Approach. Hove: Language Teaching Publication.

Littlewood, W. (1981). Communicative Language Teaching. New York: Cambridge University Press.

Nattinger, J. R. (1980). A lexical phrase grammar for ESL. TESOL Quarterly, 14(3), 337-344.

Rahimi, M., & Momeni, G. (2012). The effect of teaching collocations on English language proficiency. Procedia-Social and Behavioral Sciences, 31, 37-42. doi:10.1016/j.sbspro.2011.12.013

Richards, J. C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2 ed.). Cambridge: Cambridge University Press.

Rizvić, E. & Bećirović, S. (2017). Willingness to Communicate in English as a Foreign Language in Bosnian-Herzegovinian EFL Context. European Researcher, 8(3). doi:10.13187/er.2017.3.224

Scrivener, J. (1994). Learning Teaching. Heinemann.

Van Ek, J., & Alexander, L. G. (1975). Threshold Level English. Oxford: Pergamon.

Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford: Oxford University Press.

Wilkins, D. A. (1972). Linguistics in Language Teaching. London: Edward Arnold.

Willis, D. (1990). The Lexical Syllabus: A new approach to language teaching. London: Collins.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2989

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Mersad Dervić, Senad Bećirović

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).