In the seminar „Teaching English as a Foreign Language: Grammar and Lexis in
Context“ (WS 07/08) “English-minor” students are obligated to write a term paper
about an issue which fits into the course subject matter. In this case, the topic “How to
teach Lexis and Dictionary Usage according to the Curriculum” was chosen.
The topic can be seen as one of the most important issues because the “future-teachers”
need to be aware of what is expected and demanded from them due to the curriculum.
This topic and respectively this term paper is a summary of what is meant by Lexical
teaching and learning. Also, the “Niedersächsiches Kerncurriulum Englisch” is exposed
inside of this paper in order to reveal the teaching/learning expectations related to Lexis.
An obviously important question is “How is Lexis learned and being taught in school
and how can dictionaries help to acquire a language?” Furthermore, in this case, the
curriculum has to be considered as well. This term paper describes some of the
opportunities German teachers have, according to the curriculum, to enhance Lexis
acquisition especially with the addition of using a particular dictionary. It mainly deals
with the ideas of the Lexical Approach (Michael Lewis). The Lexical part of language
acquisition is seen as the most important one within this approach. The term paper
creates a relationship between how Lexis is involved in “ideal” language acquisition and
the national standards of the particular German school curriculum (in this case
“Hauptschule” is reflected on). As a result, it shows whether there is a conflict between
language acquisition referring to the Lexical Approach and curriculum guidelines or
unison between those two aspects. In order to do so, both parts of the discussion are
particularly identified.
To describe and define the most important expressions, the paper starts with the
definitions of Lexis, vocabulary, grammar, Lexical Approach and Lexis teaching in
school. Then, different types of dictionaries and dictionary usage in school are
portrayed. After that, the “Niedersächsiches Kerncurriculum” is depicted before
teaching Lexis and dictionary usage according to it is explained. Moreover, it is shown
how dictionaries can possibly help to enhance language/Lexis acquisition and some
examples are supplied.
[...]
Table of Contents
1. Introduction
2. Definitions
2.1 Lexis
2.1.1 Lexis, Vocabulary and Grammar
2.1.2 The Lexical Approach
2.2 Dictionary
2.2.1 Types of Dictionaries
2.2.2 Dictionary Usage in the Classroom
3. How to teach Lexis and Dictionary Usage according to the Curriculum
3.1 Niedersächsisches Kerncurriculum Englisch
3.2 How to teach Lexis and Dictionary Usage according to the Curriculum
3.3 Teaching and Learning Lexis with the help of Dictionaries
4. Conclusion
Objectives and Topics
This paper explores the integration of lexical teaching and dictionary usage within the framework of the "Niedersächsisches Kerncurriculum" for secondary schools. It aims to bridge the gap between theoretical insights from the Lexical Approach and the practical implementation of language acquisition strategies in a classroom setting, focusing on how teachers can foster student independence and communicative competence.
- The Lexical Approach and its pedagogical significance
- The distinction between lexis, vocabulary, and grammar
- The role of monolingual vs. bilingual dictionaries in language learning
- Curricular demands and learner expectations in German schools
- Practical application of dictionary skills and chunking strategies
Excerpt from the Book
2.1.1 Lexis, Vocabulary and Grammar
The terms Lexis and vocabulary are often stated in the same context and mostly defined as synonyms (e.g. Oxford’s Advanced Learners Dictionary). In this case, it is important to make a distinction between Lexis and vocabulary. A good definition and comparison can be found in Michael Lewis’ “Implementing the Lexical Approach”:
Lexis A more general word than the common vocabulary. Vocabulary is often used only to talk of the individual words of language; Lexis covers single words and multi-word objects which have the same status in the language as simple words, the items we store in out mental lexicon ready for use (1997, 217).
Related to this, the term ‘chunk’ or ‘chunking’ is often expressed in this context. It emphasizes the use of the previously articulated ‘multi-word objects’. ‘Chunking’ in language is described as the act of formulating and remembering whole expressions (either fixed or semi-fixed), word associations, collocations etc. These ‘Chunks’ are stored in the mental lexicon and “according to psycholinguists, […] are likely to be handled mentally in the same way as [single] words” (Swan 2005, 32). The emphasis on multi-word items is one of the essential issues in this paper because it shows that Lexis needs to be perceived differently than it has been in ‘traditional’ teaching.
Summary of Chapters
1. Introduction: This chapter introduces the research paper's topic, scope, and objectives, emphasizing the importance of aligning lexical teaching with German curriculum standards.
2. Definitions: This chapter clarifies core terminology, including the differences between lexis and vocabulary, and introduces the pedagogical concepts behind the Lexical Approach and dictionary usage.
3. How to teach Lexis and Dictionary Usage according to the Curriculum: This chapter analyzes the "Niedersächsisches Kerncurriculum" and provides practical strategies for teachers to implement lexical learning and effective dictionary usage in the classroom.
4. Conclusion: This chapter synthesizes the main findings, reaffirms the value of the Lexical Approach, and emphasizes the need for teachers to encourage learner independence and creative dictionary use.
Keywords
Lexis, Vocabulary, Grammar, Lexical Approach, Dictionary Usage, Language Acquisition, Niedersächsisches Kerncurriculum, Communicative Competence, Chunking, Collocations, Learner Independence, Secondary Education, Teaching Strategies, Language Classroom, Mental Lexicon.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper examines how teachers can effectively teach lexical items and dictionary skills while adhering to the guidelines provided by the "Niedersächsisches Kerncurriculum" in German schools.
What are the central themes discussed in the work?
The main themes include the Lexical Approach, the differentiation between lexis and vocabulary, the comparative value of monolingual versus bilingual dictionaries, and the integration of these aspects into daily lesson planning.
What is the main objective of the author?
The goal is to determine whether the Lexical Approach aligns with current curricular guidelines and to offer practical advice for teachers to foster better language acquisition strategies.
Which scientific methodology is applied?
The study uses a theoretical analysis of existing academic literature (e.g., Michael Lewis, Tricia Hedge) and compares these concepts with the formal requirements set out in the official German school curriculum.
What is covered in the main body of the text?
The main body defines core terms, evaluates different types of dictionaries, analyzes the specific requirements of the "Niedersächsisches Kerncurriculum," and provides examples of classroom exercises for teaching lexis.
How can this paper be summarized by its key concepts?
It is characterized by the intersection of pedagogical theory, communicative language teaching, and the practical application of dictionary skills to enhance student vocabulary retention.
Why does the author prefer monolingual dictionaries?
The author argues that monolingual dictionaries provide more reliable context, support the learning of chunks and collocations, and discourage an over-reliance on direct translation, which hinders the development of an independent mental lexicon.
How should teachers address the lack of specific lesson plans in the curriculum?
The author suggests that while the curriculum provides a framework of expected competencies, teachers should exercise professional creativity to design lessons that incorporate these standards effectively.
- Arbeit zitieren
- Henner Kaatz (Autor:in), 2008, How to teach Lexis and Dictionary Usage according to the Curriculum , München, GRIN Verlag, https://www.hausarbeiten.de/document/118085
