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The lexical approach considers lexical items as the unit of analysis and content for syllabus design. It focuses on students’ developing the lexicon and argues that language learning is first and foremost linked to the ability to understand and produce lexical items.
The lexical method concentrates on teaching fixed terms that are common in conversations, which Lewis states make up a bigger portion of speech than original words and sentences. Vocabulary is prized over grammar per se in this approach.
It was over 25 years ago that Michael Lewis published The Lexical Approach (Lewis, 1993), prompting a radical re-think of the way that we view language – and, by extension, of the way that we teach it.
Michael Lewis delinea las siguientes ideas principales dentro del abordaje por el acuñado: • «El proceso de adquisición de una L2 debe ser lexicalizar la gramática, no gramaticalizar el léxico» (traducción propia de M. Lewis, The Lexical Approach). • La dicotomía gramática/vocabulario es inválida; el corpus esencial de
8 de abr. de 2022 · The lexical approach is a way of analysing and teaching language based on the idea that it is made up of lexical units rather than grammatical structures. The units are words and chunks formed by collocations and fixed phrases.
El término enfoque léxico fue introducido en 1993 por Michael Lewis, quien señaló que “la lengua consiste en léxico gramaticalizado, no en gramática lexicalizada” (The Lexical Approach, 1993), creando así las bases teóricas para la enseñanza efectiva de una segunda lengua.
The basic principle of the lexical approach, then, is: "Language is grammaticalised lexis, not lexicalised grammar" (Lewis 1993). In other words, lexis is central in creating meaning, grammar plays a subservient managerial role.
