The Lexical Approach: The State of ELT and a Way Forward

By Michael Lewis. 2002

700 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/79431b5ca7c57a18a98d4d1ec1efffdac345b396

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Citations in the corpus

Formulaic Language in Native and Second Language Speakers: Psycholinguistics, Corpus Linguistics, and TESOL (2008, background): “(p. 341) The lexical approach (Lewis, 1993), similarly predicated on the idiom principle, focuses instruction on relatively fixed expressions that occur frequently in spoken language.”
Formulaic Language in Learner Corpora (2012, background): “in foreign language learning and teaching (Ellis, 2003; Howarth, 1998; Lewis, 1993; Nattinger & DeCarrico, 1992).”
FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002, unknown): “Ellis, 1996b, 2001), discourse management (Dörnyei & Kormos, 1998; Tannen, 1987), register (Biber & Finegan, 1994), style (Brewster, 1999), and lexical patterns and collocational knowledge (Carter, 1998; Hoey, 1991; Lewis, 1993; Schmitt, 2000).”
An Academic Formulas List: New Methods in Phraseology Research (2010, background): “…that contiguous multiword phrases are important units of language, be likewise transformed at U niversity of M ichigan on A ugust 11, 2010 http://applij.oxfordjournals.org D ow nloaded from into practical pedagogical uses (Nattinger and DeCarrico 1992; Lewis 1993; Wray 2000; Schmitt 2004)?”
Engineering English: A lexical frequency instructional model (2006, background): “The lexical approach to language teaching and learning (Lewis, 1993; Nattinger & DeCarrico, 1992; Willis, 1990; overview in Moudraia, 2001) is similarly directed at teaching collocations.”
THE EFFECTS OF THE SECOND LANGUAGE ON THE FIRST (2009, background): “Similarly, if we observe the errors related to the consonants, we can also detect the same types of error, meaning that the consonants are mispositioned, omitted or substituted.”
Teachers Exploring Tasks in English Language Teaching (2005, background): “and see Lewis (2000) for many more ideas from practicing teachers.”
Collostructions: Investigating the interaction of words and constructions (2003, background): “Several theories – for example, Hunston and Francis’ Pattern Grammar and Lewis’ theory of lexical chunks (Hunston & Francis 2000; Lewis 1993; cf. also Sinclair 1991; Barlow & Kemmer 1994) –”
Adult learners’ retention of collocations from exposure (2010, background): “…will mean that the adult second language classroom should not – as many approaches have advocated (e.g. Willis, 1990; Nattinger and DeCarrico, 1992; Lewis, 1993) – aim to emulate child L1 learning by exposing students to targeted formulaic sequences in the hope that these will feed in to…”
Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure (2008, unknown): “…formulae (R. Ellis, 1994), sequences in SLA (N. Ellis, 1996, 2002), discourse management (Dörnyei and Kormos, 1998; Tannen, 1987), register (Biber and Finegan, 1994), style (Brewster, 1999), and lexical patterns and collocational knowledge (Carter, 1998; Hoey, 1991; Lewis, 1993; Schmitt, 2000).”