The Lexical Approach and Advanced Learners In Teacher Development

John Strange

Introduction

This article asks a number of questions about aspects of lexical work with a particular group of students. Any suggestions for answers would be most welcome.

Part of my work at a teacher training college in the Netherlands is general language proficiency teaching to second year (18 to 20-year-old) students. These have completed Headway Advanced in their first year. They are mostly at a level where they can already function as credible users of English in secondary classrooms, which is our overall aim.

Background

As will be instanced below, the students' ability to find the right words and word partnerships, particularly in spontaneous conversation, is, in most cases, rather limited. This is rooted in two aspects of their background.

Firstly, most have gone through secondary school learning lists of words with Dutch translations, which they've then forgotten as soon as the test was over. (Most Dutch secondary materials and teaching are based overwhelmingly on decontextualised grammar and vocabulary.) Secondly, they have been exposed to vast amounts of real English, and have become highly skilled at intaking content - actually a really useful skill - while ignoring linguistic form.

Some of our students use L1 influenced formations even when working directly and immediately with a text which contains the "correct" ones. Some examples the original text had the road turns to the right. Keep on to th

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