Lexical item

OF LITERATURE Introduction: Lexical Approach and English Language 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. Instruction focuses on relatively fixed expressions that occur frequently in spoken language rather than on originally created sentences (Lewis, 1997a). This digest provides an overview of the methodological foundations underlying the lexical approach and the pedagogical

studies showed that there was no significant difference in learning second language vocabularies between using reading elaborated text with unmodified texts (Chung, 1995; Kim; 1996; Silvia, 2000). Mosavi (2014) investigate the effect of explicit lexical elaboration on second language vocabulary learning in writing of 70 Iranian learners. Learners were randomly divided into two groups, both groups had the same reading text but for elaborated version target words had its synonyms or definitions right

According to Lewis (1993, 1997 and 2000), the basic principles that constitute the Lexical Approach can be summarised as follows: The dichotomy ‘grammar/vocabulary’ is invalid: The strict division between grammar and vocabulary which has traditionally taken place in the teaching and learning of languages is not valid in this approach, for the attention is directed towards chunks rather than words in isolation. At the same time, an assumption of this approach is to accept that many expressions should

indicate that language consists of a large quantity of prefabricated chunks. The lexical approach can be described as a developed method rose from previous linguistic concepts. The techniques that underlie the approach include noticing the nature of the language rather than

I think students will enjoy reading this text as it provides interesting information about electronic devices that they regularly interact with. I hope that the familiarity of content will help their understanding. After running this text into Lexical Tutor website, I find that 77.06% of text categorize as K1 and 12.84% of it categorizes as K2. However, there are some words which are relatively low-frequency word and that my students might not understand. These words such as recycle, copper, toxic

For a long period of time, Malapropisms have been used in literature in order for a character to feign ignorance, such as in Sheridan's play, The Rivals and is based off of a character in the play named Mrs. Malaprop. In the play, Mrs. Malaprop would use words incorrectly. For example, Mrs. Malaprop would substitute the word 'reprehend' for 'aprehend'. However, this feigned ignorance is now known as a speech error termed by psycholinguistics and can happen when words are substituted by an individual

have found myself in a state of contentment while I’ve spent time with my family members. I believe that happiness is achieved through the value within the quality of a relationship with family and friends as opposed to the quantity of materialistic items one has. Also, people tend to misinterpret having a multitude of options as a benefit to their happiness, when in reality it is the opposite due to the stress caused from the fear of making the wrong choice. Although happiness can be

p.4, 5) .there is two types of cohesion: lexical and grammatical

refers’ (Hoey, 2005). English is rich in synonyms and it often become a great challenge for EFL (English as Foreign Language) learners. Church (1994) in his article did a “lexical substitutability” test in a corpus study of the near-synonyms ask for, request and demand, which results the same finding: the substitutability of lexical items in the same linguistic context constitutes a good indicator of their semantic similarity. RESEARCH

sentence as a verb. A denominal verb is much distinct than other typical verbs that are originally born functioning as verbs, i.e, they historically used to be nouns before they underwent some operations that contributed in the transformation of their lexical category. The following example illustrates this notion : 1) a. He spent the summer in liverpool b. He summered in liverpool. Sentence (1a) involoves two essential parts of our analysis. It is comopsed of a verb (to spend ) and the noun (summer )