INTRODUCTION
Rationale
As our society evolves, the exchange and learning of languages have become essential human needs To meet this demand, studying foreign languages is crucial, with English emerging as the most popular choice globally Its presence spans urban and rural areas alike, bridging cultures from both powerful and developing nations, and fostering connections among diverse communities.
Recognizing the significance of English, Food Industrial College (FIC) prioritizes English instruction for its students However, many struggle with studying and communicating in English due to limited vocabulary, which is essential for understanding and expressing ideas The Lexical Approach has gained attention in recent years as an alternative to traditional grammar-based methods for vocabulary teaching, yet it has not been applied to English for vocational purposes This study aims to explore the implementation of the Lexical Approach in English lessons, hypothesizing that students taught using this method will more easily acquire and retain vocabulary over time.
Applying the Lexical Approach in teaching English, particularly for vocational purposes, effectively enhances students' vocabulary and boosts their English proficiency, preparing them for future workplace communication.
Aims of the study
This study aims at exploring the effect of the use of the Lexical Approach on vocational students‟ English proficiency for their future use of English in the
Methodology
To achieve the study's objectives, an action research approach was utilized, as it enables teachers to address specific issues within their own classrooms The central research question guiding this study is:
How to improve vocational students’ English proficiency so that they can use English for their future vocational purposes?
One hypothetical solution is that students‟ poor English proficiency is due to their lexical deficiency In order to address this issue, the use of lexical approach may be a solution.
Scope of the study
This study examines the effectiveness of the Lexical Approach in enhancing English proficiency among 25 second-year students at Food Industrial College It offers an immediate solution to the challenges students face in acquiring essential vocabulary Additionally, the research presents strategies designed to facilitate long-term retention of vocabulary for improved language learning outcomes.
Structure of the thesis
So as to reach the above aims, the thesis is divided into the following parts:
THE THEORETICAL PART
English for Vocational Purposes
2.1.1 What is English for Vocational Purposes?
English for Vocational Purposes (EVP), a subset of English for Specific Purposes (ESP), has become increasingly important as more English language programs focus on teaching language skills relevant to specific careers The primary aim of ESP instruction is to equip learners with the necessary English proficiency to excel in workplace environments or vocational higher education, where English is the primary means of communication.
English for Vocational Purposes (EVP) remains an underexplored area in the field of English for Specific Purposes (ESP), despite some studies highlighting vocationally-oriented language learning (VOLL) and VE programs (Basturkmen, 2010; Black & Yasukawa, 2012; Platt, 1996; Vogt & Kantelinen, 2013; Widodo, 2015) These studies emphasize the integration of English language skills within the context of acquiring vocational competencies, viewing language use as a dynamic social practice that occurs in authentic environments The focus is on using the language to comprehend vocational content, with vocational socialization and literacies being essential elements of VOLL, as they induct learners into the culture of their chosen fields.
The Lexical Approach
This chapter introduces the basis of the Lexical Approach and also how this particular approach can be implemented in the English language lessons
2.2.1 What is the Lexical Approach?
The lexical approach to teaching emphasizes vocabulary acquisition over traditional grammar-based methods, a shift that began with Michael Lewis's 1993 publication, "The Lexical Approach." Unlike methods that focus on lesson structure, approaches prioritize the overall instructional focus While some educators may hesitate to adopt this approach due to concerns about overhauling their teaching methods, it can be integrated with various methodologies, from grammar translation to task-based learning The key difference lies in the linguistic focus, transitioning from individual words to clusters of words, known as lexical chunks This perspective acknowledges the structural nature of language, incorporating both grammatical structures and the broader range of language forms that extend beyond the conventional grammar syllabus.
The Lexical Approach is based on the idea that language is made up of other structural elements besides what we traditionally think of as grammar
In that statement, there are two distinct structures:
“X is based on the idea/belief/premise that + clause”
In his book, Michael Lewis emphasizes the importance of teaching students to recognize common lexical structures in the language, as these structures often go unmentioned in traditional grammar books By becoming aware of these lexical combinations, students can learn to construct coherent phrases, expressions, and sentences that closely resemble those of native speakers Many educators have observed that the key difference between advanced learners and native speakers lies not in grammar proficiency, but in the ability to combine words into effective lexical chunks.
2.2.2 Features of the Lexical Approach
Approach is based on the idea that language is made up of other structural elements besides what we traditionally think of as grammar notion premise assumption belief
Noun phrase + is based on the + abstract noun + that + clause
The Lexical Approach emphasizes the exploration of spoken and written language to uncover often-overlooked structures that do not fit traditional grammar categories By outlining these structures, students can better acquire and utilize them while developing the ability to recognize additional patterns The goal is not for students to memorize numerous lexical chunks, but to cultivate an awareness of the language's structural nature beyond conventional grammar This awareness enhances their ability to identify the composition of specific lexical chunks, facilitating retention and understanding of similar structures.
The Lexical Approach emphasizes the importance of word clusters or chunks rather than focusing solely on individual words This method highlights that the meaning of frequently used words, such as "go," can vary significantly based on the accompanying words Understanding these word combinations is crucial for grasping the nuances of language.
Can we go any faster?
Can you help me get my car going ?
There's only a week to go until I get my exam results
I think I heard the doorbell go just now
I'll put it all away if you tell me where everything goes
The Lexical Approach consists of three main types of chunks:
Collocations: Words of the four main parts of speech which go together, usually, but not always, two words
Fixed expressions: Expressions which cannot be changed or can only be changed minimally Most fixed expressions are idiomatic or are those used in polite speech (e.g., How‟s it going?)
Semi-fixed expressions: Expressions which have at least one slot into which a number of different words or phrases can be inserted
Below those are examples of how two semi-fixed expressions can be broken down and expanded:
Collocations: Go on, come first, do homework…
Fixed expressions: All of a sudden, on the other hand, out of the blue…
Semi-fixed expressions: You know I…, Have you taken into account…
You know I like you love adore care about miss Slot-fillers
Have you taken into account the cost consideration price rates expense
Research indicates that learners are more likely to notice and retain vocabulary when it is presented in chunks, especially semi-fixed expressions that allow for variability This flexibility enables learners to adapt the expressions by changing specific elements, making them highly generative For example, consider a learner at the dinner table who encounters such expressions in conversation.
“Would you please pass the sugar?”
“Would you please pass the butter?”
“Would you please pass the soup?”
“Would you please pass the ketchup?”
Learners often memorize fixed expressions like “Would you please pass the _?” as they understand these structures can be adapted for various situations to facilitate communication Similarly, in popular songs, lines with high generative value, such as the third line, are more easily learned because they can be utilized in multiple contexts with different words.
Happy birthday to you Happy birthday to you Happy birthday dear Mary Happy birthday to you
2.2.3 Research on the benefits of lexical approach to students’ proficiency
Research has explored the relationship between lexical chunks and the proficiency of EFL (English as a Foreign Language) learners, defined as non-native speakers studying English in countries where it is not a primary language (Crystal, 2003) Erman and Warren (2000) found that lexical chunks make up 52.3% of written discourse, while Granger (1998) noted that learners utilize fewer lexical chunks compared to native speakers Furthermore, Haswell (1991) emphasized that mastering lexical chunks is essential for L2 learners to succeed in academic writing.
The absence of lexical chunks is often seen in novice writers, highlighting their importance in writing proficiency Research by Nattinger and Decarrico (1992) explored how lexical chunks are structured in written discourse, revealing that these chunks significantly aid EFL learners in effectively expressing their thoughts in writing Additionally, studies by Ilyas and Salih further support the positive impact of lexical chunks on writing skills.
A study conducted in 2011 examined the impact of lexical chunks on the composition writing skills of second-year university English students, revealing that these chunks significantly enhanced their performance Additionally, research by Snellings, Van Gelderen, and de Glopper (2004) demonstrated that lexical chunks positively influence the improvement of narrative writing in a second language.
Research highlights the significance of incorporating lexical chunks in enhancing writing skills, emphasizing their essential role in cultivating proficient academic writers However, to the best of the researcher's knowledge, there has been no investigation into the effects of lexical chunks on the descriptive essay writing abilities of EFL learners.
An average educated native speaker possesses a vocabulary of approximately 40,000 individual words and between 250,000 to 300,000 lexical chunks Teaching 10 new items per lesson, five days a week, would require around 120 years to cover this extensive vocabulary This estimate is based on the ideal introduction of 10 to 15 new items per lesson and does not consider that research indicates a word must be encountered or used roughly seven times before it can be fully acquired.
Language learners often progress from beginners to native-speaker proficiency in under ten years, primarily because most vocabulary is acquired incidentally rather than taught directly They continuously absorb new words through various forms of exposure, such as classroom discussions, films, and online content Consequently, instead of focusing solely on the limited vocabulary that can be explicitly taught, educators should prioritize strategies that enhance incidental language acquisition This approach aims to facilitate easier vocabulary learning during both classroom instruction and real-world interactions.
To enhance language learning, it is crucial to train students to notice lexical chunks during their exposure to language This process begins with raising their awareness that language comprises various lexical structures Next, we should define the primary types of these structures, including collocations, fixed expressions, and semi-fixed expressions Finally, implementing targeted activities will help students identify and recognize these lexical chunks in both spoken and written texts.
Students must analyze identified lexical chunks to understand their construction, meaning, and usage The goal of this analysis is to equip learners with strategies to notice and process new language, fostering their ability to handle similar language structures in the future For instance, by identifying collocations in a text and examining their structure, students not only grasp the specific collocations but also develop a broader understanding of collocation patterns.
In language learning, collocation forms play a crucial role, particularly in the use of lexical chunks such as adjectives combined with nouns Keeping with the idea of effective communication, teachers can give students strategies to process new language efficiently By engaging in activities that allow them to gain practice, learners can better grasp the nuances of new vocabulary This approach fosters global knowledge and understanding, emphasizing the importance of simple examples and basic generalizations to enhance comprehension.
Implementing lexis in the class of FIC
At Food Industrial College (FIC), the emphasis in language teaching has shifted from strict grammar rules to the importance of lexis for effective communication While grammatical accuracy is not always essential for understanding, lexical mistakes can lead to significant misunderstandings As highlighted by John Sinclair (1996) and Michael Lewis (1997), errors in vocabulary are more likely to cause confusion or even offense, underscoring the crucial role of lexis in conveying meaning This perspective suggests that grammar, particularly the often rigid structures taught in standard English as a Foreign Language (EFL), should take a backseat to the more vital aspects of language that facilitate genuine communication.
Grammar has long served as the foundation of language teaching due to the finite number of fundamental structures that can be systematically graded and organized into a curriculum Consequently, the majority of course books are designed around a grammatical syllabus.
So how the lexis could be included to the English lessons? Lewis (1998) proposed several involving questions which should be considered by a teacher before entering a classroom:
1 Do you think your learners will learn most of their vocabulary in class or outside?
2 How will you use valuable class time to make learning vocabulary less daunting, more enjoyable and more efficient?
3 Will you concentrate on the quality or quantity of learners‟ lexicons?
4 What proportions of class time will you spend on vocabulary and grammar respectively?
5 How will you decide which lexical items deserve special attention in class?
6 How will you encourage learners to use their dictionary to help build their lexicon? What activities will you use to develop their dictionary skills?
7 How will you decide what items are worth recording in learners‟ notebooks?
8 Will you follow up what has been recorded in later lesson? How?
When planning a lesson, it is crucial to consider not only the content to be taught but also the methodology, timing, objectives, and materials required (Lewis, 1998, pp 44-45) Additionally, Gairns and Stuart emphasize the importance of these factors in creating an effective learning environment.
Redman (1990) emphasizes the importance of considering specific factors such as frequency, cultural influences, necessity, proficiency level, and practicality in language instruction Additionally, the teacher's expertise in the target language, along with their understanding of teaching methodologies, learning processes, and interpersonal skills, plays a vital role in effective education (Lewis).
The Lexical Approach emphasizes the need for learners to focus on multi-word items, suggesting that mastering around two thousand words is essential for effective communication However, without sufficient time dedicated to learning and practicing these items, students may struggle to acquire them properly Consequently, the approach highlights the significance of utilizing quality L1/L2 dictionaries and engaging in dictionary-based activities to enhance vocabulary acquisition (Lewis, 1998, pp 45-47).
Lewis, along with Woolard and Hill, advocates for the use of a "Lexical Notebook" instead of the traditional vocabulary book that only contains individual words This innovative notebook should focus on phrases, collocations, and expressions, rather than single words, and be organized into sections, headings, or topics for improved navigation and usability.
To effectively support learners in developing their lexical learning strategies, as recommended by Lewis (1998), it is essential to encourage them not to worry about understanding every word or making mistakes during reading and listening activities Teachers should recognize that mere listening and noticing can be just as beneficial as speaking, especially in the early stages of language acquisition According to Dave Willis (1990) and Sarah Phillips (1993), learners should be exposed to language relevant to their tasks and see how proficient speakers use the target language to achieve specific outcomes This principle aligns with Total Physical Response (TPR), a method primarily used with young learners, where they are not pressured to speak but are encouraged to use the language when they feel ready.
Repetition is a valuable tool for vocabulary acquisition, despite often being perceived as tedious Research indicates that engaging in repeated activities, such as summarizing a text both immediately and after a few days, can significantly enhance language learning (Lewis, 1998, p.51) The effectiveness of this method is amplified when learners encounter specific multi-word lexical items multiple times without intentional focus Consequently, traditional vocabulary lists found in textbooks, which are typically memorized for tests, may not be effective Instead, learners should focus on collocations and expressions, practicing them repeatedly (Lewis, 1998, pp 51-52) Additionally, Gairns and Redman emphasize that frequency plays a crucial role in acquiring lexical items (1990, p.88).
Lewis discusses the concept of "Noticing," a technique where learners unconsciously recognize language patterns, including lexical chunks and grammatical or phonological structures (1998, p 53) He emphasizes the importance of pedagogical chunking to enhance learners' lexical awareness However, Lewis cautions that teachers should avoid overly simplifying language, as breaking it down too much may hinder long-term language acquisition, despite any short-term successes.
When implementing lexis in the classroom, it is essential to consider a principle that encompasses ten key aspects for effective introduction These aspects include topic, situation, collocation, functional language notions (such as apology and requirement), narration for sequencing, metaphor as a conceptual framework, grammatical person variations, phonological chunking, the use of keywords (particularly de-lexicalized verbs), and grammar Each aspect offers a unique perspective on how lexis can be integrated into language learning.
Dave Willis, dealing with the lexical syllabus, adds to these principles the necessity of organization of exposure The organization is based on three stages
To enhance language learning, it is essential to gradually introduce the complexity of the language, preventing early demotivation among learners Additionally, the selection of language should be intentional, focusing on patterns that students are likely to encounter in real-life situations beyond the classroom Furthermore, organizing the language into specific items can facilitate better understanding and retention (Willis, 1990, p iv).
Activities and Exercises
This chapter presents various fundamental activities and exercises characteristic of the Lexical Approach It is essential to note that these exercises and the Lexical Approach itself are not entirely new concepts Rather, the Lexical Approach offers a unique perspective on teaching, with a specific focus on vocabulary as its primary objective.
Lewis differentiates between Activities and Exercises, highlighting that Activities promote greater cooperation among participants Additionally, Activities yield both linguistic and non-linguistic outcomes, making them versatile tools for learning Furthermore, they are commonly implemented in classroom settings, enhancing the overall educational experience (1998, p ).
Gairns and Redman emphasize that certain activities foster realism, authenticity, engagement, and learners' self-reliance, while also aiding in committing information to long-term memory In contrast, exercises are typically designed for individual work, are paper-based, and focus solely on linguistic outcomes, often serving as homework or reflective tasks Willis notes that these exercises involve language production but do not facilitate language use.
Below there is a list of the most common Exercises:
* Identifying chunks (it is the crucial skill which helps to work with dictionaries, to translate better, to avoid mistakes, and also it encourages to record accurately in the notebooks)
* Matching (matching parts of collocations and expressions)
* Completing (the focus is lexical; it is extended by the double-gap filling)
* Categorizing (learners are asked to sort certain items according to a certain pattern)
* Sequencing (learners are supposed to put several expressions into most probable order)
* Deleting (kind of exercise focused on deleting the Odd One Out) 7 (Lewis,
Concerning Activities, those are designed to improve chunking skills Lewis (1998) suggests activities such as:
* Underlying chunks (learners should be given also more difficult texts)
* Putting items in the column (there should be at least three different columns, e.g noun-noun, verb-noun)
* Word choice (learners have to choose from two confusing words, e.g say/tell, learn/borrow)
* Headings (matching paragraphs with suitable headings)
* Recalling collocations (a teacher hides one column and learners have to recall the hidden part)
* Exploring a de-lexicalized word (by using sentences, e.g just)
* Happy families (learners asked to create a sentence, e.g Do you have a noun which follows play?)
* Kim’s game (show objects for a short time, afterwards learners have to recall as much as possible)
* Pause reading (a teachers reads a text, pauses and learners have to fill in the pause by some items using RVR – Random Volunteered Responses)
Correction reading involves a teacher reading a passage aloud while students listen attentively During a second reading, the teacher intentionally alters certain elements, prompting students to identify the changes This interactive exercise enhances listening skills and encourages critical thinking among learners.
The Exercises and Activities highlighted do not introduce a revolutionary change in teaching methods; rather, they are subtly adapted to align with the Lexical Approach, focusing on lexis These resources can be effectively utilized alongside storybooks for young learners Ultimately, it is the responsibility of teachers to select the most suitable options for their students, as noted by Lewis and Hill (1992).
81) or Brumfit (1984) suggest, a balance should be guaranteed between the activities focused on accuracy and the activities concentrated on fluency (in Willis,
Materials
The materials are quite common, such as textbooks, dictionaries, real texts, etc with the aim to find out how to work with them to achieve a benefit
This chapter provides an overview of key concepts related to the Lexical Approach, including the definition of English for Vocational Purposes and the Lexical Approach itself It explores research highlighting the benefits of the Lexical Approach for enhancing student proficiency and outlines its distinctive features Additionally, it discusses the implications for teaching and practical ways to integrate lexis into FIC classrooms, along with suggested activities, exercises, and materials to support effective learning.
THE PRACTICAL PART
The learners
To gain insights into the personal characteristics of English language learners, I developed a comprehensive questionnaire (refer to Attachment 1) that collected essential information for accurately describing the learners.
In a study involving 25 students from the K27 class at Food Industrial College in Viet Tri City, Phu Tho Province, it was found that the participants, aged 18 to 20 and comprising 15 girls and 10 boys, faced significant challenges in learning English as a foreign language The majority identified insufficient vocabulary as their primary obstacle and expressed a strong desire to enhance their vocabulary skills through practice.
3.1.2 The students as English language learners
Most selected students began learning English in the third grade, indicating years of study and a strong interest in the language They particularly enjoy lessons that incorporate games, visual aids, and movement-based activities Their preferred discussion topics include friends, sports, and travel, all of which relate closely to their lives However, they tend to dislike writing lengthy texts and completing grammar exercises.
Students generally express that they do not have an issue with reading skills, provided the text or story is not overly lengthy and the English language used is understandable, allowing them to grasp most of the vocabulary.
The analysis of the questionnaire reveals that linguistic-verbal and bodily-kinesthetic intelligences are the most prominent among students Additionally, visual and kinesthetic learning styles are significant, while cognitive learning strategies appear to be the common approach among all students.
Testing the progress
This research demonstrates that students learning English through activities rooted in the Lexical Approach can more easily acquire and retain vocabulary over time Additionally, it highlights the feasibility of teaching a series of five lessons centered around typical Lexical Approach activities.
In this thesis, I gathered data from three key sources, which I verified to effectively describe and analyze the results from multiple perspectives and in considerable depth.
1 My pedagogical journal - I recorded in detail everything that I was able to observe during our sessions in this journal such as learners‟ answers, behavior, willingness and my comments, etc
2 The learners’ output – the output includes everything that the students created during our sessions or as their homework (e.g description, vocabulary book…)
3 Pre-test and post-test - (The pre-test was carried out separately before the teaching plan and the post-test was taken after the whole teaching plan The tests does not include oral part, only the written part (it would be highly demanding to individually test orally all the learners) The written test (See attach 26) consists of four activities which should have discovered at least an approximate level of their English in connection with the ability to use “chunks” (i.e collocations, expressions, phrases, etc.).
Following the teaching procedure, individual analyses were conducted on each learner's pre-test and post-test results The overall progress was visually represented in a chart (refer to attachment 27) for clarity Additionally, comments on their performance outcomes were provided.
Teaching plan
In the first year, students complete English 1, a general subject, before advancing to English for specific purposes related to their major The teaching plan I developed for second-year students includes five lessons tailored for English in Chemistry and Food Technology Due to limited teaching time during my research, I focused on implementing the Lexical Approach, ensuring that all tasks align with its core principles.
The five lessons encompass details on timing, objectives, and required materials, along with comments for each activity These comments, derived from the pedagogical journal, offer insights into how well learners engaged with each specific task.
This thesis mainly focuses on the typical activities of the Lexical Approach Therefore, the teaching plan is included in the Methodology chapter (not as an appendix)
(English for Chemistry and Food Technology)
LESSON 1 Time: Total approximately 45 min
- Kind of the food products: 5 mins
- Order of the process: 5 mins
- Textbook – Unit 1: Salted, brined and pickled vegetable products
- Pieces of paper, pens for writing…
- To learn new basic vocabulary from the texts
- To learn correct pronunciation of the vocabulary
- To get to know basic chunks with the new vocabulary
- To provide students with knowledge for their future jobs
I present the title of the text to the students without revealing the content, encouraging them to share their thoughts on the lesson's theme This approach is inspired by the "Headings" activity, which fosters critical thinking and engagement.
As I showed them the headline “Salted, brined and pickled vegetable products”, they guessed that the topic is about food, especially vegetable But they did not know the word type so that is maybe the reason why they had not added anything else
I asked the students what they would do when there were surplus fresh vegetables available and they had to use a simple method and ingredients of preservation
Students expressed enthusiasm about preserving vegetables, with some planning to store them in plastic bags in the refrigerator, while others intended to create a solution of salt or vinegar mixed with water for preservation However, they were unsure of the specific names for these food preservation methods.
I divided the students into four groups Each group is given pictures of different types of vegetable and the salted, brined and pickled vegetable products (See attach
2), and also pieces of paper with a sentence describing the particular picture (See attach 2) The task is to connect the pictures with appropriate sentences (inspired by Matching, see page 15)
In the initial lesson, I allowed students to form four self-selected groups, which successfully matched images of vegetables like cabbage, spinach, broccoli, and corn However, they struggled with translating the product types To assist, I presented a labeled image of the food items, enabling them to quickly make the necessary corrections I provided them with phrases instead of individual words to help them become familiar with language chunks.
4) Kind of the food products
Based on the previous activities they should guess the kind of the food products (e.g Salted, brined meat or fish, and pickled vegetable products, etc.)
I asked my friends about a specific type of food, but they struggled to respond until I provided a hint that it is typically preserved in vinegar and sometimes sugar This clue led them to correctly identify the food as pickles In hindsight, I realized that using simpler questions might have been more effective, but the separate words I offered as answer options helped them understand what I was looking for.
Students remain in their assigned groups, each receiving strips of paper containing sentences that outline the process for making salted, brined, or pickled vegetables Their objective is to arrange these strips in what they believe to be the correct order of the process, making predictions based on the information provided To enhance engagement and challenge their sequencing skills, the last two sentences are revealed only after the initial reading, ensuring that students do not know the conclusion before organizing their thoughts.
In the activity, one group of girls quickly completed their task with correct answers, only seeking clarification on the meaning of "solid salt." Another group of boys also followed the correct order However, a third group of girls only partially finished, struggling with the last five stripes The final group of girls was the least successful, as they did not engage with the text and focused solely on figuring out how to assemble the stripes based on cuts and shapes, ultimately failing to do so Recognizing that we were still in the "get-to-know" stage, I understood their challenges, especially since some vocabulary was uncommon Nonetheless, they largely succeeded in deducing the meanings of the sentences.
I asked the class to slowly read the text, (See attach 4) so that they could check the right order
The calming activity allowed everyone to easily engage with the text, aided by accompanying pictures While there may have been unfamiliar vocabulary, the context and visuals provided valuable support for understanding.
Following the reading, each group receives a question to discuss They will collaborate in pairs to write down their answers, which serves to assess their comprehension while practicing sentence structures and new vocabulary.
The students eagerly participated in the discussion, sharing their responses about food preservation While not all answers were accurate, the primary goal was to help them recall a meaningful and coherent text on effective methods for preserving food and food products.
After finishing the text each group is given the last two stripes (See attach 6) to complete the whole story (to complete the right order), (inspired by Sequencing, see page 15)
After completing and reviewing the text, each group found the task straightforward, enabling them to successfully complete the exercise To verify their answers, groups shared their responses aloud, which also served the hidden objective of practicing sentence structures and new vocabulary With four groups participating, all members had the opportunity to hear the new lexical items repeated four times.
- Where it comes from: 10 min
- Text book – Unit 2: Fermented and Dried vegetable products
- Paper with True/False statements
- Stripes of paper with words and explanation
- To learn other vocabulary from the reading passage
- To learn correct pronunciation of the vocabulary
- To revise previously discussed lexical items and chunks - to practice speaking
- To practice chunks when answering a question
- To check understanding of the lesson
I read the passage When I pause the students are supposed to say a suitable word to finish the sentence instead of me (inspired by Pause reading, see page 15)
The primary challenge of this activity was ensuring the students grasped the instructions, as they initially felt confused about the expectations Thankfully, after I demonstrated a few sentences, their understanding improved significantly, and they eagerly participated, shouting out the words with enthusiasm This exercise aimed to reinforce their knowledge of the lexical items necessary for completing language chunks.
I ask them several questions (See attach 7) concerning the passage and they have to answer them (preferably saying the whole sentence), (inspired by Lexical drills, see page 16)
The participants demonstrated a solid understanding of the material, accurately using the relevant items, except for questions 5 and 7, where uncertainty arose However, their responses often lacked complete sentences To enhance clarity, I restated their answers in full sentences.
APPENDICES
2.1.1 What is English for Vocational Purposes?
English for Vocational Purposes (EVP), a subset of English for Specific Purposes (ESP), has become increasingly important as more English language programs focus on teaching skills relevant to specific careers The primary objective of ESP instruction is to enable specialized learners to effectively communicate in English within their workplaces or vocational higher education environments.
English for Vocational Purposes (EVP), a lesser-explored area within English for Specific Purposes (ESP), focuses on the integration of language learning with vocational competencies Research indicates that vocationally-oriented language learning (VOLL) programs contextualize English language skills as social practices, emphasizing their application in authentic environments where students actively engage The primary goal is to utilize language as a tool for understanding vocational content, while also fostering vocational socialization and dynamic literacies that immerse learners in the culture of their chosen fields.
This chapter introduces the basis of the Lexical Approach and also how this particular approach can be implemented in the English language lessons
2.2.1 What is the Lexical Approach?
The lexical approach to teaching emphasizes vocabulary acquisition, shifting away from traditional grammar-based syllabuses, a movement initiated by Michael Lewis in 1993 with his publication “The Lexical Approach.” This approach differs from methods, as it focuses on the overall instructional emphasis rather than lesson structure While some teachers hesitate to adopt this approach due to concerns about altering their teaching methods, it is compatible with various methodologies, from grammar translation to task-based learning The key shift is from focusing solely on individual words to recognizing the importance of lexical chunks or clusters of words This perspective acknowledges that language encompasses a broader range of structures beyond those typically found in grammatical syllabuses, integrating both vocabulary and grammatical elements in teaching.
The Lexical Approach is based on the idea that language is made up of other structural elements besides what we traditionally think of as grammar
In that statement, there are two distinct structures:
“X is based on the idea/belief/premise that + clause”
Michael Lewis emphasizes the importance of teaching students about common lexical structures in language, as these structures are often overlooked in traditional grammar books By raising awareness of these lexical combinations, students can gain valuable insights into forming coherent phrases, expressions, and sentences that resemble native speech Many educators have observed that the distinction between advanced learners and native speakers lies not in grammar proficiency, which may even be superior in students, but in the ability to combine words into effective lexical chunks.
2.2.2 Features of the Lexical Approach
Approach is based on the idea that language is made up of other structural elements besides what we traditionally think of as grammar notion premise assumption belief
Noun phrase + is based on the + abstract noun + that + clause
The Lexical Approach emphasizes the importance of analyzing spoken and written language to uncover often-overlooked structures that don't fit traditional grammar categories By outlining these structures, students can better acquire and utilize them, while also training their ability to recognize similar patterns The goal is not for students to memorize countless lexical chunks, but to develop an awareness of the structural aspects of language beyond conventional grammar This awareness enhances their ability to identify and retain specific lexical chunks, facilitating the understanding of related structures.
The Lexical Approach emphasizes the importance of word clusters or chunks rather than individual words This focus arises because the meaning of frequently used words, such as "go," can vary significantly based on the context in which they are used Understanding these word combinations is crucial for grasping the nuances of language.
Can we go any faster?
Can you help me get my car going ?
There's only a week to go until I get my exam results
I think I heard the doorbell go just now
I'll put it all away if you tell me where everything goes
The Lexical Approach consists of three main types of chunks:
Collocations: Words of the four main parts of speech which go together, usually, but not always, two words
Fixed expressions: Expressions which cannot be changed or can only be changed minimally Most fixed expressions are idiomatic or are those used in polite speech (e.g., How‟s it going?)
Semi-fixed expressions: Expressions which have at least one slot into which a number of different words or phrases can be inserted
Below those are examples of how two semi-fixed expressions can be broken down and expanded:
Collocations: Go on, come first, do homework…
Fixed expressions: All of a sudden, on the other hand, out of the blue…
Semi-fixed expressions: You know I…, Have you taken into account…
You know I like you love adore care about miss Slot-fillers
Have you taken into account the cost consideration price rates expense
Research indicates that learners are more likely to notice and retain words when they are presented in chunks, especially those recognized as variable semi-fixed expressions This is because learners understand that by altering the slot-filler, they can adapt these expressions for various contexts, making them highly generative For instance, consider a learner at the dinner table who encounters such expressions in conversation.
“Would you please pass the sugar?”
“Would you please pass the butter?”
“Would you please pass the soup?”
“Would you please pass the ketchup?”
Learners will internalize the fixed expression, “Would you please pass the _?” as it serves as a versatile structure applicable in various contexts for effective communication Similarly, in a popular song, the third line is easily grasped by learners due to its generative nature, allowing for its use with different nouns in multiple scenarios.
Happy birthday to you Happy birthday to you Happy birthday dear Mary Happy birthday to you
2.2.3 Research on the benefits of lexical approach to students’ proficiency
Research has explored the connection between lexical chunks and the proficiency of EFL (English as a Foreign Language) learners, which refers to the study of English by non-native speakers in non-English speaking countries (Crystal, 2003) Erman and Warren (2000) found that lexical chunks make up 52.3% of written discourse, while Granger (1998) noted that learners utilize fewer lexical chunks compared to native speakers Additionally, Haswell (1991) emphasized that mastering lexical chunks is essential for L2 learners to succeed in academic writing.
Novice writers often lack the use of lexical chunks, which are essential for effective writing Research by linguists, including Nattinger and Decarrico (1992), highlights the organization of these chunks in written discourse and suggests that incorporating them can significantly enhance writing proficiency for EFL learners Similarly, a study by Ilyas and Salih supports the notion that lexical chunks play a crucial role in improving writing skills.
A study conducted in 2011 examined the impact of lexical chunks on the composition writing skills of second-year university students studying English, revealing that these chunks significantly benefited their writing performance Additionally, research by Snellings, Van Gelderen, and de Glopper in 2004 demonstrated that the use of lexical chunks positively enhances narrative writing in a second language.
Research highlights the significance of incorporating lexical chunks in enhancing writing skills, emphasizing their essential role in cultivating successful academic writers However, to the best of the researcher's knowledge, there has been no investigation into the effect of lexical chunks on improving EFL learners' abilities in writing descriptive essays.
An average educated native speaker possesses a vocabulary of approximately 40,000 individual words and between 250,000 to 300,000 lexical chunks Teaching 10 new items per lesson, five days a week, would take around 120 years to cover all these words, based on the recommended introduction of 10 to 15 new items per lesson Furthermore, research indicates that a lexical item typically needs to be encountered or utilized about seven times before it is fully acquired.
It is evident that teaching the entire lexicon is impractical; instead, language learners often reach near-native proficiency through incidental learning over time Most vocabulary is acquired naturally as learners engage with the language in various contexts, such as listening to teachers, watching films, or browsing the internet Therefore, rather than concentrating solely on the limited vocabulary that can be taught in the classroom, educators should focus on strategies that enhance the incidental acquisition of language, facilitating easier learning both inside and outside the classroom.
To enhance language learning, it is crucial to train students to notice lexical chunks during their exposure to the language This involves first raising their awareness that language is made up of various lexical structures Next, educators should define the primary types of these structures, including collocations and fixed or semi-fixed expressions Finally, implementing targeted activities can help students identify and recognize these lexical chunks in both spoken and written texts.