LEXICAL APPROACH: A WAY TO AUGMENT STUDENTS’ VOCABULARY MASTERY

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dc.contributor.authorSupri, Ida Zuraida
dc.date.accessioned2014-03-04T02:12:44Z
dc.date.accessioned2019-10-21T10:54:16Z
dc.date.available2014-03-04T02:12:44Z
dc.date.available2019-10-21T10:54:16Z
dc.date.issued2014-02-14
dc.description.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.en_US
dc.identifier.isbn978-979-25-0222-0
dc.identifier.urihttp://repository.widyatama.ac.id/handle/123456789/2766
dc.language.isoenen_US
dc.publisherUniversitas Widyatamaen_US
dc.relation.ispartofseries;KII.CD.132
dc.subjectwordsen_US
dc.subjectlexisen_US
dc.subjectchunken_US
dc.subjectresponseen_US
dc.titleLEXICAL APPROACH: A WAY TO AUGMENT STUDENTS’ VOCABULARY MASTERYen_US
dc.typePresentationen_US
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