63Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education
Chirchik State Pedagogical Institute of Tashkent region
LEXICAL BASED APPROACH IN FOREIGN LANGUAGE TEACHING
Yuldasheva Nodira Nurmatovna
Chirchik State Pedagogical Institute of Tashkent Region
ABSTRACT
During language teaching process, the principles based on the observation that comprehension of words as well as word combinations (chunks) is a basic learning method of any language. It should be noted that, rather than having learners memorize lists of vocabulary, they would learn commonly used expressions.
Keywords: lexis, lexical approach, chunks, word collocations, target language
INTRODUCTION
Nowadays more and more ESL instructors prefer lexical approach to traditional grammar teaching. Their idea is not to educate grammar rules but to share with the learners lists of phrases that they would discuss and learn. There are several reasons for moving away from grammatical classes that we would analyze below.
One of them is that lexis is the basis of language. The thing is that grammar comes only second to words. By words, here we are more interested in chunks or phrases - words that usually go together and are commonly used next to each other in the language. A great number of word collocations is used in English: words that come as a set and signal the presence of the other, like Starsky and Hutch, Beauty and Beast, Batman and Robin. Consider the phrases given below:
• I really appreciate
• What do you think?
• That sounds great
• best wishes
• never mind
The term lexical approach was first used in 1993 by Michael Lewis, who noted that "language consists of grammaticalized lexis, not lexicalized grammar"1.
The approach of lexis is not only clearly defined and commonly utilized method of language instruction; it is a widely used term that is hardly understood by most. Researches in literature often reveal that it is used in contradictory ways. Particularly, it is largely based on the belief that a group of words will obtain a solution with specific word combinations. Students should be aware which word collocations are
1 The Lexical Approach, 1993 Google Scholar
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
done in this way. They are supposed to learn the grammar rules based on recognizing patterns of lexis .
Researches by Michael Lewis define that The Lexical Approach assumes a declined role for sentence grammar, minimum until post-intermediate levels. In contrast, it includes an enlarged role for word grammar (collocation and cognates)
"5
and text grammar .
IMPLICATIONS IN METHODOLOGY
The methodological way of conclusions of Lexical Approach by Michael Lewis4 is following:
- Emphasizing receptive skills in time, particularly listening is basic
- De-contextualized lexis studying is a fully legitimate strategy
- The importance of grammar as a receptive skill must be organized
- The significance of contrast in language awareness is must
- Teachers should apply extensive and comprehensible language for receptive focuses
- Extensive writing should be prolonged as long as possible
- Nonlinear recording formats like mind maps, word trees are integral part of the Lexical Approach.
- Reformulation should be the natural reply to mistake correction.
- Teachers should always react primarily to the content of student language.
- Pedagogical chunking should be a frequent classroom activity5.
LIMITATIONS
Whereas the lexical approach could be an instant option for learners to pick up phrases, it does not foster much creativity. There would be negative result of limiting responses of individuals to safe fixed phrases. Because they do not have to build answers, they do not need to learn the complexities of language.
Adult language proficiency contains a continuity of linguistic constructions of several stages of complexity and abstraction. Structures would include specific and particular items (such as in words and idioms), more abstract classes of items (like in word classes and abstract structures), or complex combinations of concrete and
2 (Nick C. Ellis, "The Emergence of Language As a Complex Adaptive System." The Routledge Handbook of Applied Linguistics, ed. by James Simpson. Routledge, 2011)
3 (Michael Lewis, The Lexical Approach: The State of ELT and a Way Forward. Language Teaching Publications, 1993)
4 1993, pp. 194-195
5 James Coady,
"L2 Vocabulary Acquisition: A Synthesis of the Research." Second Language Vocabulary Acquisition: A Rationale for Pedagogy, ed. by James Coady and Thomas Huckin. Cambridge University Press, 1997
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
abstract pieces of language (as mixed constructions). As a result, no rigid separation is postulated to exist between lexis and grammar.
RESULTS AND DISCUSSION
How to Apply the Lexical Approach during the class
Students' involvement into authentic materials. Authentic materials are widely applied practice means of the language such as news, movies, songs, novels, channels, menus, videos. They are not just learning materials like manuals or tutorials; they are brand new materials, which make everyone's organ of perception really work. One of the platforms of full of authentic materials is FluentU. FluentU takes real-world videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons. FluentU takes a step back from the traditional textbook approach and encourages students to learn languages in a more natural way.
Highlight lexical chunks every chance you get. In the beginning your students hardly catch each of the collocations they encounter but you can help them with this. Just note them and explain the meaning and make some oral exercises in order to work with chunks. This would help them run directly into practice.
Translating chunks from the target language into English (and vice versa). Usage of resources like idiom dictionaries for lexical chunks such as "The Big Red Book of Spanish Idioms," "2001 French and English Idioms" or "German: Fast Track Learning from English Idioms would be one of the best methods."
Consolidate prior chunks in later exercises. Most teachers are most likely effectively acquainted with "connecting" as a showing procedure: It is basically assessing old material you have instructed before by joining it into the new exercises. Suppose the class learned prepositional expressions like "at the corner," "before" and "go past" only couple days before. At the point when you're up for a story or playing a great language game, remember these expressions for the exercises so they will stay new in your understudies brains. In a story, for instance, it could be said: "The princess was enticed to go past the doors. Recollect this expression, class? 'Go past.' Say it with me... Again! Alright, presently back to our story." The exercises should be a blend of old expressions that you survey and new ones that you present. The audits of past exercises will give understudies a whiff of the recognizable and give them certainty, while the new ones will make things fascinating and keep the learning cycle pushing ahead.
Invest in listening and reading activities. While you need to sharpen your
class senses of finding lexical chumps in the objective language, you will have to Google Scholar Scientific Library of Uzbekistan
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Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education Chirchik State Pedagogical Institute of Tashkent region
give them a lot to read and listen to(preferably with hard copies). With rehashed hear-able introduction, their ears will become used to the rhythm and rhyme of the target language. Through a lot of reading, the normally happening phrases that pepper real material will start to slowly pop out of the page and poke them in the eye.
These tips will assist you with working the lexical methodology into your language classroom. With this methodology, your understudies will get the objective language quicker, and they will sound more familiar, as well! Yet, do not think this is the main instrument in your box: the wide range of various encouraging techniques and ways to deal with unknown dialect instructing has a spot in your collection also. Used together, these instruments will send your understudies rushing towards fluency!
CONCLUSION
As a conclusion, the lexical approach is practical and immediately relevant. Instead of learning things about the language that speakers themselves don't even know about, your students learn how to communicate in meaningful terms. When your students find themselves face-to-face with native speakers, they'll know how to greet them, how to ask them a question and how to tell a story or share personal facts.
REFERENCES
1. The Lexical Approach: The State of ELT and a Way Forward (Michael Lewis, 2002);
2. Implementing the lexical approach (Michael lewis, 2008);
3. Lexical approach activities (Ken Lackman, 2010);
4. Teaching Collocation (Michael Lewis, 2001);
5. Natural Grammar (Scott Thornbury, 2004);
6. Teaching Collocation: Further Developments in the Lexical Approach ( Jane Conzett, 2000).
7. Pedagogical implications of the lexical approach. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 255-270). Cambridge University Press.
8. Lexical approach to second language teaching. Center for Applied Linguistics. Moudraia, O. (2001).
9. Learning Teaching [3rd Edition], Jim Scrivener (Macmillan Education, 2011)
10. Approaches and Methods in Language Teaching [2nd Edition], Jack C. Richards and Theodore S. Rogers (CUP, 2001)
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