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The Lexical Approach - Coggle Diagram
The Lexical Approach
Part 1 – In the Classroom
Chapter 1: There is nothing as practical as a good theory — Morgan Lewis (p.10)
1.1 Introduction (p.10)
1.2 Learners don’t learn what teachers teach (p.11)
1.3 Knowing a word is complicated (p.12)
1.4 The intermediate plateau (p.14)
1.5 The grammar-vocabulary dichotomy is invalid (p.15)
1.6 Advanced English (p.17)
1.7 Leave ‘used’ language alone (p.18)
1.8 Some classroom activities (p.20)
1.9 Action research (p.27)
1.10 Conclusion (p.27)
Chapter 2: Collocation – encouraging learner independence — George Woolard (p.28)
2.1 Introduction (p.28)
2.2 Collocation (p.28)
2.3 Raising awareness of collocation (p.30)
2.4 Highlighting and teaching collocation (p.31)
2.5 Choosing key words (p.32)
2.6 The independent learner and learner strategies (p.33)
2.7 Resources: dictionaries (p.36)
2.8 Resources: corpora and concordancers (p.39)
2.9 Lexical notebooks (p.43)
2.10 Word grammar (p.44)
2.11 Summary (p.46)
Chapter 3: Revising priorities: from grammatical failure to collocational success — Jimmie Hill (p.47)
3.1 Language and lexis (p.47)
3.2 Language and learning (p.48)
3.3 What is collocation? (p.48)
3.4 Collocational competence (p.49)
3.5 Collocations, idioms and phrasal verbs (p.50)
3.6 Collocations and grammar (p.52)
3.7 Why is collocation important? (p.53)
3.8 Collocation in texts (p.56)
3.9 Teaching collocation (p.59)
3.10 Choosing which collocations to teach (p.63)
3.11 Pedagogical implications (p.65)
3.12 Summary – less grammar, more lexis (p.67)
Chapter 4: Integrating collocation into a reading & writing course — Jane Conzett (p.70)
4.1 Background (p.70)
4.2 The need to build vocabulary (p.71)
4.3 Explicit vocabulary study (p.72)
4.4 The missing link: collocation (p.73)
4.5 The need for guidance from the teacher (p.74)
4.6 Make students aware of collocation (p.75)
4.7 Review and testing (p.83)
4.8 Concordances for teachers and students (p.85)
4.9 Conclusion (p.86)
Chapter 5: Classroom strategies, activities and exercises — Jimmie Hill, Morgan Lewis and Michael Lewis (p.88)
5.1 Introducing collocation to learners (p.88)
5.2 General strategies (p.90)
5.3 Activities – exploiting a text (p.98)
5.4 Activities – using a collocation dictionary (p.99)
5.5 Exercises (p.106)
5.6 Your own exercises (p.116)
5.7 Summary (p.116)
Chapter 6: Calloway’s Code — A short story by O. Henry (p.118)
Part 2 – Background Theory
Chapter 7: Language in the lexical approach — Michael Lewis (p.126)
7.1 Descriptions of English (p.126)
7.2 Intuition and evidence (p.126)
7.3 Terminology (p.129)
7.4 From idioms to idiomaticity (p.130)
7.5 Collocation (p.132)
7.6 Colligation (p.136)
7.7 Other multi-word expressions (p.138)
7.8 Words (p.142)
7.9 The central role of ‘of’ (p.145)
7.10 Grammar (p.147)
7.11 Lexis (p.149)
7.12 Collocation and testing (p.150)
7.13 Necessity for change (p.151)
7.14 Summary (p.153)
Chapter 8: Learning in the lexical approach — Michael Lewis (p.155)
8.1 Introduction (p.155)
8.2 Two kinds of knowledge (p.156)
8.3 Acquisition and noticing (p.158)
8.4 Noticing (p.161)
8.5 The importance of examples (p.163)
8.6 Acquisition is non-linear (p.168)
8.7 Which is fundamental – lexis or structure? (p.171)
8.8 The lexical challenge to methodology (p.173)
8.9 What do we mean by ‘level’? (p.174)
8.10 Teaching paradigms (p.177)
8.11 The Lexical Approach and the Natural Approach (p.181)
8.12 Towards a learning theory (p.182)
8.13 Summary (p.184)
Chapter 9: Materials and resources for teaching collocation — Michael Lewis (p.186)
9.1 Choosing texts (p.186)
9.2 Genre (p.188)
9.3 Subject-specific language (p.189)
9.4 Language corpora (p.191)
9.5 Concordances (p.198)
9.6 Reference materials (p.200)
9.7 Summary (p.203)
Chapter 10: Collocation and testing — Peter Hargreaves (p.205)
10.1 Introduction (p.205)
10.2 How do we define different levels? (p.206)
10.3 Testing vocabulary knowledge (p.208)
10.4 Grammatical patterns and collocations in testing (p.215)
10.5 Sources – native-speaker corpora and dictionaries (p.217)
10.6 Sources – the learner corpus (CLC) (p.218)
10.7 Approaches to testing collocation (p.220)
10.8 Summary (p.221)
Chapter 11: A world beyond collocation: new perspectives on vocabulary teaching — Michael Hoey (p.224)
11.1 Learning new words (p.224)
11.2 Why word lists are dangerous (p.227)
11.3 The importance of context (p.230)
11.4 Semantic prosody (p.232)
11.5 Colligation (p.233)
11.6 Concordancing (p.238)
11.7 Summary (p.242)
Introduction (p.8)
Bibliography (p.244)