Grammar Translation The Lexical Approach

Method
Theory of  Lexical model
language
Theory of  Cognitive-code learning
learning

 Reading and writing

 Inductive approach
through texts
 Aware of, use and to eventually master
 Accuracy in grammar and
meaning-filled, multi-word “chunks”,
Objectives word choice
collocations and fixed phrases
 Language literature
 Identifying and learning the chunks they
 Deductive approach
encounter in spoken and written texts.
 Writing derived from
reading
 Texts  Retrospective syllabus
 Structures are deducted  A lexical syllabus consists of multi-word
Syllabus
from the texts prefabricated chunks
 Bilingual word lists
 Reading comprehension
 Explanations and
 Awareness Activities
Types of learning description
 Training in Text Chunking
and teaching  Memorizations and  Memory-enhancing Activities
activities translation exercises  Retelling
 Individual work

 Active
Learner roles  Passive  Data analyst
 Monitor

 Language analyst
Teacher roles  Authority of the  Learner input
classroom  Discoverer

The roles of  Teachers decide on the  Coursebooks

instructional content to teach  Corpus-informed materials
materials  No visual aid support  Corpora that can be used with
 concordancing software
 Bank of English, part of the Collins Corpus
 Collins COBUILD English Course

 Controlled practice  Discourse analysts

Procedure
 Intellectual development  Lexical phrases

 Teacher and students

Interaction  Teacher and students
 Students and students

 Native language  Target language

Language use
 Written language  Reading and listening
 CLT The Lexical Approach

Theory of language  Functionalism  Lexical model

 Creative-construction
Theory of learning hypothesis, interactional
theory, and sociocultural
learning theory
4 skills approached through
communicative activities
 Accuracy and fluency
 Language for communication
 Inductive approach
Objectives
 Different skills are linked
together
 Cognitive-code learning
 Inductive approach
 Aware of, use and to eventually
master meaning-filled, multi-word
“chunks”, collocations and fixed
phrases.
 Identifying and learning the chunks
they encounter in spoken and
written texts.

 Different skills are linked

together
 A syllabus with different
activities depending on
learners' needs, levels, lesson  Retrospective syllabus
objectives  A lexical syllabus consists of multi-
Syllabus
 Structures are taught for word prefabricated chunks:
communication
 Vocabulary is carefully chosen
for communicative purposes

 Jig-saw activities
 Task-completion activities
 Information-gathering
activities  Awareness Activities
Types of learning  Training in Text Chunking
and teaching  Opinion sharing activities
 Information-transfer activities  Memory-enhancing Activities
activities
 Reasoning gap activities Retelling
 Role plays
 Pair and group work activities

Learner roles
 Active (negotiators)
Teacher roles  Threefold role. Model, Skillful
conductor, Manipulator
 Text-based materials
 Task-based materials
The roles of
instructional  Realia-based materials
materials  Technology-supported
materials
 From pre-communicative
Procedure activities to communicative
activities
 Teacher and students
Interaction  Students and students
 Student centered approach
 Target language (mother is
Language use accepted in some extent)
 Communicative language
 Active
 Data analyst
 Monitor
 Language analyst
 Learner input
 Discoverer
 Coursebooks
 Corpus-informed materials
 Corpora that can be used with
concordancing software
 Bank of English, part of the Collins
Corpus
 Collins COBUILD English Course
 Discourse analysts
 Lexical phrases
 Teacher and students
 Students and students
 Target language
 Reading and listening