Bissoy.com
Doctors Medicines MCQs Q&A

A teacher writes words and short sentences as language chunks in context as unanalyzed wholes. She then gives the chunks in context for use by learners. What method or approach of teaching of vocabulary does this reflect?

A teacher writes words and short sentences as language chunks in context as unanalyzed wholes. She then gives the chunks in context for use by learners. What method or approach of teaching of vocabulary does this reflect? Correct Answer Lexical approach

Language teaching refers to a process whereby a child gains communicative comprehension or fluency over a language. It involves practice by learners where facilitation is provided by a teacher. There are several methods of English language teaching and the Lexical Approach is one of them.

Key Points

Lexical Approach: The lexical approach, proposed by Michael Lewis (1993), has emerged as an alternative to grammar-based approaches to second language teaching. It focuses on developing learners’ proficiency.

  • This approach focuses on developing learners’ proficiency with lexis, or word and word combinations. Lexis includes not only single words but also the word combinations that people store in their mental lexicons.
  • This approach believes that ‘language consists not of traditional grammar and vocabulary but often of multi-word prefabricated chunks’ as this approach is a widespread occurrence of multi-word units or lexical chunks in native speakers’ languages.
  • Lexical phrases in any language offer more communicative and expressive power than grammatical structures. This approach gives special attention to collocations which helps the individuals to communicate effectively in a particular context.
  • For example, a teacher of class VI presented vocabulary to her learners not as individual words, but as unanalyzed chunks like 'as far as possible' 'whenever possible' and so on

Hence, it is clear that the above-mentioned method of teaching vocabulary is known as the Lexical approach.

Additional Information 

  • A communicative approach is a method of language teaching which makes learners confident to communicate effectively by involving them in real communication. It highlights the importance of real communication.
  • A structural approach is a language tool that helps the learner to master the structure or pattern of sentences. It is the descriptive approach that gives more importance to speech only without reference to meaning.

Related Questions

A teacher of class V gives lots of sentences using words like 'good' 'beautiful' 'bad' 'colourful' 'old' 'young' and when learners have noticed these words which she named them as 'describing words'. Later she gives more sentences in which the learners are asked to supply these describing words. At the end she draws the attention of learners that these words are known as 'adjectives'. What is this strategy known as?
A teacher of class V presented to her learners vocabulary not as individual words, but as unanalyzed chunks like 'as far as possible' 'whenever possible' and so on. What does the method or approach known as?
Which two of the following are the main aims of remedial teaching? a. Remedial teaching is for learners to improve their learning. b. Remedial teaching is for teachers to make changes in their teaching. c. Remedial teaching is for teachers to understand their learners. d. Remedial teaching is for the parents to know why some learners need improvement
Which of the following is/ are NOT true of vocabulary learning? a. Vocabulary is a precondition for speaking and understanding the language. b. It is important to move from meaning to form of the word while introducing the words to young learners. c. Most learning at the primary level is vocabulary learning. d. Grammar is important for learning vocabulary.
A teacher of class IV gave lots of sentences with words like 'to' 'in' 'into' 'with 'for' and then the learners noticed these words which the teacher named them as 'position' words. Later she gave them some more sentences in which the learners are asked to write these position words. At the end she told them that these words are known as 'prepositions'. What is this strategy known as?
A teacher in her grammar class introduces the grammar item in a text and in single sentences and draws the attention of learners to its use through lots of examples and activities by learners. Once the learners are able to use the language item in context, she familiarizes the rules of the grammatical in order to internalize the form. What is this process of teaching-learning grammar known as?
Read the passage carefully and choose thebest answer to each question out of the four alternativesand click the button corresponding to it. To know language is to be able to speak it; even a childwho does not yet attend school can speak his or herlanguage. In order to speak a language it is important tolisten to it and to read a few pages in it everyday. A childpicks up language and learns to talk just as (s)he learnsto walk. Walking and talking comes naturally to a child asit grows. In our country, a child may grow up speakingmore than one language, if these languages are spoken inthe home and in the neighbourhood. we call this multilingualism. A child speaks a language or languagesmuch before (s)he starts going to school. To know alanguage then is first of all to be able to speak it as easilyand naturally as a tree year old child does. Later on thechild will learn to read and write in that language. In orderto read and write in a language, one has to speak it. But itis possible to speak a language but not able to read orwrite in it. A baby does not speak until it is nine monthsold but it understands a few words at six months of age.It has been listening ever since it was born, and even alittle before that. So the first strategy in speaking alanguage is to listen. It is necessary for one to __________ the language before(s)he writes in that language.
Which one of the following classroom situations best describes Communicative Language Teaching? I. Learners are working in pairs or groups and enjoying available language resources in problem-solving tasks. II. Teacher is structuring the situation so that learners could solve that problem through whatever language they have at their disposal. III. Learners are using language which is not only functionally effective but is also socially appropriate to the situation and context.
A teacher of class VIII discussed 'determiners' in her classroom through a short text in which determiners occur many times and learners were made to notice them in use. This was followed by learners using the same in their own language for particular purposes. Teacher then brought to the notice of the learners, the uses of determiners in contexts. What strategy did the teacher employ in her classroom?
A teacher of class IIl while teaching her learners adjective asks her learners to list out the words which describe the person or things in the given sentences through discussion with peers. What is this way of teaching vocabulary known as?