This article discusses how much attention language teachers should pay to vocabulary acquisition research, particularly with regard to repeated encounters with lexical items.
In this article, informed by the Lexical Approach, I reflect on grammar instruction in the classroom, including my own teaching, and make suggestions on how it can be 'lexicalised'. I consider the problems with 'traditional' grammar teaching before arguing that what we actually need is more grammar input as well as showing how lexis can provide necessary 'crutches' for the learner.
Submitted by TE Editor on 14 September, 2006 - 12:00
Reading and listening texts are often used in the ELT classroom to practise receptive skills and / or as the introduction to a topic or language point.
It is widely recognized that second language (L2) mental lexicon must be independent of its first language (L1) counterpart, if learners are to use the target language effectively and fluently.
Have you ever considered why a learner (even an advanced one) can hear a difficult English word or phrase literally thousands of times and still not use that word in the way that a native speaker does?
Skills circuits are a fun way to review language. They also provide a change to coursebook activities allowing learners to work together to recycle grammar or vocabulary and share knowledge.
