The Lexical Approach to Language Learning

 The Lexical Approach is a way of teaching and analyzing language that emphasizes the importance of lexical units, such as words, phrases, and chunks, rather than focusing primarily on grammar. According to this approach, language is built around lexis (the vocabulary of a language), and grammar is a secondary system that helps organize and connect these lexical units.

The key principle of the Lexical Approach can be summarized by a statement from Michael Lewis, a leading proponent of the approach: "Language is grammaticalized lexis, not lexicalized grammar" (Lewis, 1993). This means that language is created by combining vocabulary into meaningful phrases, and grammar only plays a supporting role in linking these phrases together. Therefore, learners should spend more time acquiring lexical chunks (common word combinations) and less time focusing on isolated grammatical structures.

Basic Principles of the Lexical Approach

The central idea behind the Lexical Approach is that a significant part of learning a language is being able to recognize and use lexical phrases or chunks. These are groups of words that are commonly found together and function as building blocks for meaningful communication. Instead of memorizing grammar rules in isolation, students are taught to notice language patterns, as well as the fixed and semi-fixed expressions that make up these patterns.

In this context, lexis (vocabulary) is seen as more important than grammar. Lewis (1997) argues that fluency in a language is based on acquiring fixed and semi-fixed items (such as common phrases), which can then be used as the foundation for creativity and new language production.

What Are Lexical Chunks?

A lexical chunk is any group of words that are frequently used together or are typically found in close proximity. These chunks are often learned and used as a single unit of meaning. Some common examples of lexical chunks include:

• by the way
• up to now
• If I were you
• a long way off
• out of my mind

These phrases are not random combinations of words; they are fixed or semi-fixed expressions that people use frequently in everyday communication.

Categories of Lexical Chunks

Lexical chunks can be divided into several categories:

1. Polywords

Polywords are short expressions that function as a single, fixed unit of vocabulary. They tend to have low informational value when considered in isolation but are essential for fluency in everyday communication. Examples include:

• Adjectives: spick and span, black and blue
• Adverbials: last month, at the end of
• Nouns: instant coffee, taxi rank
• Verbs: care for, break up
• Expressions of time: the day after tomorrow, every now and then
• Prepositions of place: on either side of, upside down
• Sentence adverbs: on the other hand, in some ways

2. Collocations

Collocations are pairs of words that are commonly found together. For example:

• totally convinced
• strong accent
• sounds exciting
• sense of humour

Knowing the meaning of individual words is important, but understanding how these words combine in collocations is crucial for effective communication (Hill, 2000).

3. Fixed Expressions

These are expressions that have a fixed structure and are often used in specific contexts. Examples include greetings, politeness phrases, and phrases used in travel situations. For example:

• Social greetings: "Good morning," "How are you?"
• Politeness phrases: "No thank you," "I’m fine"
• Travel phrases: "Can you tell me the way to…?"

In these cases, the meaning of the expression cannot be altered, and it is typically used in specific social situations.

4. Semi-Fixed Expressions

Semi-fixed expressions allow for some variation in structure but still have a predictable pattern. Examples include:

• "How are you?" can be replaced with "How have you been?"
• "Nice to meet you" can become "Pleased to meet you"

These expressions are useful for managing everyday conversations and maintaining fluid communication.

How Does This Approach Change Language Learning?

The Lexical Approach challenges traditional language learning methods that focus heavily on grammar. Instead of memorizing complex rules, learners focus on acquiring chunks of language that are used in real-life situations. By increasing their ability to recognize and use these chunks, students can communicate more naturally and fluently.

As Michael Lewis (1997) emphasizes, fluency is built on the ability to use familiar chunks, which students can then modify or expand according to the situation. Therefore, the teaching process should focus on developing learners' awareness of lexical chunks and their ability to use them effectively in conversation.

Conclusion

The Lexical Approach offers a fresh perspective on language learning by prioritizing vocabulary and chunks over grammar. This approach recognizes that much of language use involves combinations of words that function together as meaningful units, rather than focusing solely on individual grammatical rules. By teaching students to recognize and use lexical chunks, language learners can develop more natural and fluent communication skills, making the process of language acquisition more relevant to real-life use. As language is primarily composed of these chunks, teaching them effectively should be a central part of any language curriculum.

References

Hill, J. (2000). Collocations: A useful part of the vocabulary syllabus. ELT Journal, 54(3), 263-272.

Lewis, M. (1993). The lexical approach: The state of ELT and a way forward. Language Teaching Publications.

Lewis, M. (1997). Implementing the lexical approach: Putting theory into practice. Language Teaching Publications.