By Garry Adams, Terry Peck, Helenka Piotrowski
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Extra resources for 202 useful exercises for IELTS
Noticing The key idea of ‘noticing’ informs all Exercises and Activities in the Lexical Approach. While agreeing with Krashen’s main proposition in The Natural Approach, namely We acquire language by understanding messages, the Lexical Approach differs in one important respect. The Natural Approach claims conscious learning has no influence on acquisition. If Krashen is right, then all formal instruction is pointless, or even impedes acquisition. While this is more often the case than many teachers admit, it is not always so.
Challenge and Change in Language Teaching, Heinemann. Something of a buzz-word in recent years, CR activities apply to many parts of the language curriculum. Jonathan Marks, who looks at the intersection of grammar, lexis and phonology in Chapter 8, in reviewing Brazil’s Pronunciation fo r Advanced Learners o f English, CUP 1994 writes: The pronunciation work is based on an inductive approach, and proceeds from perception to production. Learners therefore have valuable opportunities to make their own observations and draw their own conclusions, which will stand them in good stead not only for developing their own pronunciation, but also, and perhaps more immediately, for processing and interpreting native speech - the ‘receptive’ aspect of pronunciation work whose importance is, I think, often overlooked by learners as well as teachers.
Two things are, however, clear: if the idea of lexical chunks is to be of real help to learners, we need to identify a powerful strategy which will inform the teacher’s mindset and pervade all the activities of the lexical classroom and, as the linguistic features we have discussed occur in other languages, we need to re consider the role the learners’ mother-tongue (L I) plays. The role of lexis in the classroom, and the implications that has for the revised role for L I are the subjects of the next two chapters.