LEXICAL APPROACH

IN TEACHING
VOCABULARY AND
GRAMMAR
 WHAT WILL WE LEARN THIS
SEMESTER?
• The importance of adopting the Lexical Approach in teaching.
• Methods for teaching various word groups.
• Methods for teaching grammar using the Lexical Approach.
 HOW WILL YOU BE
GRADED?
Class assignments 30%
Participation 30%
Final Presentation 40%
 FINAL PRESENTATION 40%
1) Present and reflect on an academic article on the Lexical Approach.
2) Write about one or two classes you would like to try out the lexical
approach with.
3) Explain using information from the course why you think the class/es will
benefit from the Lexical Approach.
4) Choose one of the concepts raised in the course e.g. a grammar concept.
5) Prepare lesson/s teaching the concept using the Lexical Approach.
6) Conduct the lesson in school.
7) Write a final reflection.
8) Include student work.
9) Reflection on all of the class assignments through the semester.
10) Hand in: heazulay@gmail.com
11) Present in class.
 WHY IS
VOCABULARY
SO IMPORTANT?
 No text comprehension is possible, either in one’s native language
or in a foreign language, without understanding the text’s
vocabulary. This is not to say that reading comprehension and
vocabulary comprehension are the same, or that reading quality is
determined by vocabulary alone. Reading comprehension (both in
L1 and L2) is also affected by textually relevant background
knowledge and the application of general reading strategies, such as
predicting the content of the text, recognizing the text and text
structure, and grasping the main idea of the paragraph. And yet, it
has been consistently demonstrated that reading comprehension is
strongly related to vocabulary knowledge, more strongly than the
other components of reading …(p.20)

Laufer, B. (1997). The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess. In Coady, J. & T. Huckin
(Eds.), Second Language Vocabulary Acquisition (pp.20-34). Cambridge: Cambridge University Press 6
BATIA LAUFER
Batia Laufer works at the Department of English Language and
Literature, University of Haifa. Batia does research in Second
Language Acquisition, particulary Vocabulary Acquisition. She
is currently working on L2 productive lexical proficiency,
knowledge of derived words, effects of L1 and L2 on learning
vocabulary in L3, and attrition of L1 and L2 in L3 context.
SO READING COMPREHENSION?
1) Adequate vocabulary repertoire
2) Prior knowledge
Can you understand what this text means? …day, …
lion and … bear …be … forest …see… goat …path…
jump …goat …kill …, then start… fight… …decide
…eat ….

As compared to:

One … a …a…were in a. they (Vpast) a ….. on the …

they (Vpast) on the …. and (Vpast) it, (Vpast) (Ving)
to (Vbase form) who would (Vbase form) it
Bottom line: Vocabulary is probably THE most
important component of language proficiency to learn
for comprehension… … and even more so for
production.
According to research
…Students need to know 5,000 – 8,000
vocabulary items families in order to understand
an unsimplified text (Schmitt, 2008).

‘…most 4- or 5- point students

in 12th grade know about 3000.’ (Penny Ur)

Bagrut reading texts (60% of the grade).

12 new items a week in elementary
20 new items a week in Junior High
30 new items a week in High School
FIRST CLASS ASSIGNMENT
1) Choose one or two of your classes you would like to use to conduct vocabulary/grammar activities from methods
on the course.
2) Describe the class.
1) Number of students
2) Level of English
3) Strengths
4) Weaknesses
5) Attitudes towards English
1) Confidence
2) Motivation
3) Behaviour
4) Type information up on word or PowerPoint ready for your final assignment.

BRING THE COURSEBOOK OF THE CLASS/ES YOU

CHOOSE TO FUTURE LESSONS.
WHAT PERCENT OF
VOCABULARY DO YOU NEED TO
UNDERSTAND TEXT?
Answer: readers probably need to understand
95-98% of a text in order to understand the
main gist… … and in order to guess the rest
from context (Schmitt, 2008)
Extract from a speech by Obama:

Can you say what he is talking about? What the

missing items are?

That is the work we began last year. Since the day I

took office, we renewed our focus on the __________
who __________ our nation. We have made
substantial __________ in our homeland __________
and disrupted _________ that threatened to take
American ____________. (86%)
That is the work we began last year. Since the day I
took office, we renewed our focus on the _________
who threaten our nation. We have made substantial
__________ in our homeland security and disrupted
plots that threatened to take American lives.

(95%)
That is the work we began last year. Since the day I
took office, we renewed our focus on the terrorists
who threaten our nation. We have made substantial
investments in our homeland security and disrupted
plots that threatened to take American lives.
WHAT WOULD BE
YOUR CRITERIA
FOR CHOOSING
NEW WORDS?
Criteria for choosing words:
1. Frequency
2. Practical usefulness (classroom)
3. Relevance
4. Easiness

Not necessarily included: cognates

lexical sets
 SETS?
It appears from research that learning items in lexical sets (e.g.
names of colors, names of animals, parts of the body etc.) do
not lead to good learning.

21
1. RECORDING WORDS
You need to see a word between 3-5 times before it becomes a part of
your repertoire.
Cognitive Load Theory: This theory suggests that our working
memory has limited capacity. By recording new vocabulary in a
dedicated notebook or digital tool, you offload information from your
working memory to an external source. This reduces cognitive load,
making it easier for you to process and remember new words.
2. REVISING WORDS
The spacing effect is a psychological phenomenon where information is
better retained when learning is spaced out over time. The revise step
incorporates this theory by encouraging regular reviews and revisions of
the recorded vocabulary. Spaced repetition systems, like flashcards or
spaced repetition apps, help optimize the timing of reviews for efficient
learning.
3. RECYCLING
Usage-Based Theory of Language
Acquisition: This theory posits that language
is acquired through exposure and usage. The
recycle step aligns with this theory by
emphasizing active usage of the newly
learned vocabulary in real-life contexts.
Integrating words into your daily
communication and writing reinforces your
understanding and helps solidify the words in
your long-term memory.
WHAT IS RECYCLING AND
HOW IS IT HELPFUL?
Recycling - practising language learners have already
seen - can help in two ways.
•Recycling helps learners remember new vocabulary
and phrases. This is important as they need to be able
to recall language if they want to use it.
•When you recycle vocabulary, you introduce it in
new and different contexts. This helps learners better
understand how and when it's used in the real world,
outside of the classroom.
 RECORD REVISE RECYCLE
• A place to write new • Gap-fill exercises • Write a story
words when they come • Workbook questions • Summarize a text
up. • Games
• Highlighting
• Flashcards
• Charts and tables
• Venn diagrams
• Scales
• Lexical notebooks
1. RECORD 2. REVISE 3. RECYCLE
CROSS OFF THE WORD
Procedure
•Choose vocabulary you would like your learners to review.
•Write the words on the board.
•Ask the learners to read the words with a partner, define each
word and think of an example sentence.
•Ask the learners to come up to the board one by one, tell the
class their definition and sentence for one word, then cross off
the word.
•Continue until all the words have been crossed off.
Note: Learners who volunteer first have more choice/easier
words, so encourage weaker learners more at the beginning.
CLASS ASSIGNMENT 2
– SELF REFLECTION
Take a moment to think and make some notes about the following
questions:
1. How do you help your learners to record vocabulary?
2. How do you plan for recycling vocabulary in class?
3. Do you spend time in class developing the learners' strategies
for vocabulary learning?
4. How do you promote autonomous learning of vocabulary
outside the classroom?

2. Include this information in your final presentation.

 GRAMMAR
Another area assessed for proficiency is grammar. Correct use of grammar is
an important language skill for successful communicative competence and
the ability to speak and use grammatical concepts effectively in real-life
situations (Purpura, 2004; Long, 2016). As a result, its instruction has been
the subject of many studies, where explicit and implicit instructional
approaches have been debated (Murphy & Hastings, 2006). Implicit grammar
teaching does not refer to the grammar rule directly; rather, students are
exposed to the structure in context acquiring the grammar naturally (Ellis,
Loewen & Erlam, 2006; Murphy & Hastings, 2006; Guci et al., 2021).
GERUND
FORM AND
USAGE
 GERUND

GO GOING
GIVE GIVING
DIG DIGGING
DIE DYING
LABEL LABELLING
 GERUNDS CAN BE
USED:

1. AS THE SUBJECT OF A
SENTENCE:

SURFING THE INTERNET

IS MY FAVOURITE
HOBBIE
2. AFTER THE FOLLOWING VERBS:

ADMIT DENY KEEP ON

AVOID FANCY INTEND

BEGIN FINISH START

CONTINUE GIVE UP STOP

CONSIDER GO ON TRY
2. AFTER THE FOLLOWING VERBS:

IMAGINE SUGGEST IT’S NO GOOD

MISS CAN’T HELP IT’S WORTH

POSTPONE IT’S NO USE

PRACTISE THERE’S NO
POINT IN
RISK
 2. AFTER THE VERB GO.../ DO...:

GO DANCING DO THE IRONING

GO SHOPPING DO THE CLEANING

GO SWIMMING DO THE WASHING- UP

 INFINITIVES ( NOT GERUND)

I’D LOVE TO ...( I WOULD LOVE TO...)

I’D LIKE TO....( I WOULD LIKE TO...)

I’D HATE ... ( I WOULD HATE TO...)

I’D PREFER...( I WOULD PREFER TO...)

 GERUNDS CAN BE
USED:

3. AFTER A PREPOSITION:

HE IS GOOD AT DANCING

THEY ARE AFRAID OF

SWIMMING
LEXICAL
GRAMMAR
WHAT IS LEXICAL
GRAMMAR? (LG)
Lexical refers to anything vocabulary related so LG is taking a
lexical approach to teaching grammar. In other words, dovetailing
vocabulary and grammar instruction together!
HOW DO TEXTBOOKS DEAL
WITH VOCABULARY AND
GRAMMAR?
HOW DO TEACHERS DEAL WITH
VOCABULARY AND GRAMMAR?
WHAT DOES THE RESEARCH SAY?
"Grammar is best taught inductively and in the context of communicative tasks rather than through decontextualized
exercises." Larsen-Freeman (2003)

"Grammar teaching should be embedded in communicative activities where learners are actively engaged in using the
language for meaningful purposes." Ellis (2006)

"Task-based language teaching provides opportunities for learners to use grammar as a tool for communication rather
than as an end in itself." Ellis (2006)

"Grammar is best acquired through exposure to meaningful input, allowing learners to subconsciously internalize
language patterns." Krashen (1985)

"Implicit learning, through exposure to rich linguistic input, leads to the internalization of grammatical structures."
Schmidt (1990)

"Grammar should be presented in meaningful contexts, allowing learners to see how language structures are used in
real communication." VanPatten (2015)

"Teaching grammar in context helps learners grasp the rules organically, making the language more accessible and
memorable." Celce-Murcia and Larsen-Freeman (1999)
"Interactive and collaborative activities provide opportunities for learners to negotiate meaning and acquire grammar
through social interaction." Long (1996)
“…explicit instruction needed to be accompanied by follow-up instruction or communicative tasks in order to
facilitate long-term effects.” Sherin (2022)

“…explicit grammar instruction involves a “technical, memorization, drilling and rule-governed practice” Rahman
& Rashid (2017), so that knowledge of grammar structures is first explicitly memorised and over time turned into
implicit knowledge that becomes manifest in fluent production Cook (2016).

"Research consistently shows that explicit instruction has a place in language learning. It can lead to faster and more
accurate acquisition of certain grammatical features, especially when combined with meaningful input.“ Spada
(2022)

"Explicit teaching has a strong effect on learning, and this is true in language education as well. Clearly articulating
and explaining grammar rules can enhance students' understanding and application of those rules.“ Hattie (2022)
 WHAT ACTIVITIES DO YOU
LIKE/DISLIKE?

LIKE DON’T MIND

ENJOY CAN’T STAND

LOVE HATE

PREFER
CLASS ASSIGNMENT 3
1) Write a paragraph summarizing what research says about grammar teaching.
2) What is Lexical Grammar?
3) Write a short reflection: Do you agree with the research? How do you teach
grammar?
4) Think of a time where you taught grammar implicitly. What did you do?
5) How do your students react to implicit/explicit teaching?
6) At home: Find one recent source that supports how you think grammar should be
taught. Bring a copy to class.

All this information should be in your final presentation.

FINAL PRESENTATION SIGN UP

ROUND 1 - ROUND 2 -
WHAT IS MISSING IN CURRENT
TEACHING PRACTICES?
RECOMMENDED STRATEGY FOR
LEXICALLY TEACHING GRAMMAR

Тhе learning of new structures should ideally start off as

gradual exposure to and ассumulаtiоп of chunks containing the
target structures. As the пumЬеr of stored chunks grows, сhuпks
exhibiting the same pattern will gradually feed into the
grаmmаr system.
SO WHAT IS THE IDEAL WAY
TO TEACH GRAMMAR?
RECAP
- WORDS ARE BETTER INTERNALIZED WHEN
PRESENTED AS CLUSTERS AS OPPOSED TO
INDIVIDUAL WORDS
- MOST FREQUENT WORDS SHOULD BE
EMPHASIZED AND PRESENTED IN CONTEXT
- 95% OF A TEXT’S VOCABULARY TO UNDERSTAND
MEANING
- HIGHSCHOOL – 30 NEW WORDS A WEEK TO COVER
THE CURRICULUM
- LEXICAL GRAMMAR IS TEACHING GRAMMAR AS
VOCABULARY/PATTERNS/CHUNKS
- IMPLICIT INSTRUCTION GENERALLY MORE
EFFECTIVE
HOBBIES:
HOBBIES AND TALENTS
TALENTS:
READING BOOKS
SINGING
PAINTING
DANCING
COOKING
ACTING
PHOTOGRAPHY
PUBLIC
HIKING SPEAKING
PLAYING LANGUAGES
MUSICAL
INSTRUMENTS GRAPHIC DESIGN
KNITTING MARTIAL ARTS
CYCLING PHOTOGRAPHY
WRITING COOKING
POETRY PLAYING A
SPECIFIC SPORT
CHESS WRITING
YOGA MATHEMATICAL
DEBATE
FISHING
LEADERSHIP
DIY CRAFTS
PRESENT SIMPLE
 MORAL DILEMMAS
If you discovered a hidden truth about a close friend that could significantly impact their life, would
you confront them or keep the information to yourself?

If you were faced with the choice of saving a loved one by breaking the law, would you commit the
act, knowing it's morally wrong?

If you were aware of a friend's plan to carry out a harmful act, would you report them to the
authorities or try to dissuade them privately?
ERRORS IN LEXICAL CHUNKS

• L2 language learners produce less collocations

• 30 essays written by advanced speakers
(from a notable study conducted in Germany by Nadja Nesselhauf)
• Main errors were of collocations, specifically verb-noun collocations
• Most mistakes were with medium-weak collocations
• Errors mainly due to L1 transfer
• Batia Laufer and Tina Waldman - number of collocational errors increased with the level of proficiency.

57
ERROR CORRECTION

1. When was the last time you corrected a learner?

2. What type of error was it?
3. Why did they make the error?
4. How did you correct them?
 EXAMPLES
1. Granny is afraid of big dogs, but not of
short ones.
2. He was wearing a large-sleeved shirt.
3. She gave me some good advices on
managing my students.
4. I prefer light tea to strong tea.
5. We had a discussion on the matter, but
we misagreed on everything.
ACTIVITIES

Error cards
Listening back to yourself
Error correction text
TYPES

• Self
• Peer
• Teacher
ERROR CORRECTION
SCAVENGER HUNT
REFLECTION

Reflection
Think back to your language classes from childhood.
Do you have any memories of lists of vocabulary out of context?
Or were there opportunities to hear and use the new words in
meaningful contexts?
Did the teacher plan varied lessons with multisensory components?

MAKING LESSONS FUN WILL MAKE THE VOCABULARY

MORE MEMORABLE.
MEANINGS

FAIR

20XX Pitch deck title 64

CLASSIFYING WORDS

TYPES
• Affixes
• Polysemy
• Compound nouns
• Antonyms and
synonyms
• Collocation
• Register
ACQUISITION OUTSIDE OF
THE CLASS
THANK YOU