LEXICAL APPROACH: A WAY TO AUGMENT STUDENTS’ VOCABULARY MASTERY
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Date
2014-02-14
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Universitas Widyatama
Abstract
“I think his dream job is different with mine”. In
classrooms, we often hear students incorrectly use choice
of words. The word ‘different’ should go with the word
‘from’ instead of with the word ‘with’. This occurs
because vocabulary is taught in traditional way where it is
understood as a stock of individual words with fixed
meanings. As a result, students tend to guess randomly
when they need to combine words. Michael Lewis’s
Lexical Approach argues that language consists of chunks
that produce coherent texts when they are combined
(Lewis: 1997). The basic concept on which this approach
supports is the idea that an important part of learning a
language encompass being able to understand and produce
lexical phrases as chunks. Students are thought to be able
to perceive patterns of language or grammar as well as
have meaningful set uses of words at their disposal when
they are taught in this way. This paper will elaborate on 1.
types of lexis, 2) activities to develop learners' knowledge
of lexical chains, and 3) students’ responses to the use of
lexical approach.
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Keywords
words, lexis, chunk, response