TY  - BOOK
AU  - Lewis,Michael
AU  - Gough,Cherry
AU  - Martíne,Ron
AU  - Powell,Mark
AU  - Marks,Jonathan
AU  - Woolard,George
AU  - Ribisch,Heinz
TI  - Implementing the lexical approach: putting theory into practice 
SN  - 9781899396603
U1  - 428.24 22
PY  - 1997///
CY  - Reino Unido
PB  - Heinle Cengage Learning
KW  - ARMARC
KW  - Inglés
KW  - Vocabulario
KW  - Enseñanza
KW  - Estudiantes extranajeros
N1  - Incluye referencias bibliográficas; What is the lexical approach?. -- Introduction. -- What is Lexis?. -- Sentences with special status. -- Reactions to The Lexical Approach. -- What changes can we expect?. -- Understanding lexis. -- Arbitrariness of lexical items. -- The size of the mental lexicon. -- Vocabulary is more than words. -- Words. -- Contractions. -- Polywords. -- Information content. -- Common words. -- De-lexicalised words. -- Collocations or word partnerships. -- Collocation is linguistic, not thematic. -- Arbitrariness of collocation. -- Collocations in text. -- Partnerships and relationships. -- Non-reciprocity of collocation. --  Information-content and collocation. -- Strong and frequent collocation. -- Collocation and grammar. -- Pedagogic value of collocation. -- Expressions. -- Lexical awareness helps. -- So what exactly is lexis, then?. -- Lexis is not enough. -- Evolving understanding. -- Lexis in the classroom. --  Skills as well as language. -- Selecting. -- Expanding the learners' lexicon. -- Learning strategies. -- Recording and revisiting. -- Practicing in the lexical approach. -- Learner participation. -- The value of repetition. -- Noticing. -- Consciousness-raising. -- The importance of negative evidence. -- The central strategy: pedagogical chunking. -- The role of L1 in the lexical approach. -- Translation is inevitable. -- Learning L2  is not identical to learning L1. -- Translation and lexis. -- Translation and collocation. -- The value of translation. -- Interference can be helpful. -- L1 awareness as a resource. -- Organising lexis. -- Principles. -- Notebooks. -- Exercises n the lexical approach. -- Exercises designed on lexical principles. -- Basic exercise types. -- Sample exercises. -- Adapting activities to provide a lexical focus. -- Sample activities. -- Classroom reports. -- Report 1: Introducing collocation / Cherry Gough. -- Report 2: Developing awareness of a de-lexicalised verb / Ron Martínez. -- Report 3: Sound scripting / Mar Powell. -- Report 4: Pronunciation in the lexical approach / Jonathan Marks. -- Report 5: Using literature / George Woolard. -- Report 6: Lexical notebooks / Heinz Ribish. -- Language content. -- Language areas deserving more attention. -- Modality. -- Vague language. -- Plywood phrases. -- Discourse-organizing language. -- Complex noun phrases. -- Even-reporting verbs. -- Events described in double-clause sentences. -- Responding and initiating. -- Lexical patterns. -- Real English and the classroom. -- Possible and probable English. -- Models and targets. -- Is there a core lexicon?. -- Lexical balance. -- Prototypicality. -- The existential paradigm. -- Teachers and teacher training. -- Background. -- The nature of the subject. -- Teachers need confidence with real English, not just EFL. -- Teachers'  attitude to novel or unknown language. -- Ability to simplify their own speech. -- Methodology based on a realistic timetable. -- Lexis in teacher training. -- Deep understanding of the arbitrariness of the sign. -- Memory load. -- Confidence with pedagogical chunking. -- Choosing text-types. -- Lexical principles and texts. -- Implementing change for serving teachers. -- Familiarity with modern dictionaries. -- What would a lexical lesson be like?. -- Some central ideas. -- Some challenges to serving teachers. -- What next. -- Lexis in dictionaries. -- Lexis and grammar. -- The importance of spoken language. -- Lexis, grammar and phonology. -- The integrated approach
ER  -