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The lexical syllabus is a form of the propositional paradigm that takes 'word' as the unit of analysis and content for syllabus design. Various vocabulary selection studies can be traced back to the 1920s and 1930s (West 1926; Ogden 1930; Faucet et al. 1936), and recent advances in techniques for the computer analysis of large databases of ...
Dialogue is the main feature of the audio-lingual syllabus. Dialogues are the chief means of presenting language items. They provide learners an opportunity to practice, mimic and memorize bits of language. Patterns drills are used as an important technique and essential part of this method for language teaching and learning.
The lexical route is the process whereby skilled readers can recognize known words by sight alone, through a "dictionary" lookup procedure. [ 1 ] [ 4 ] According to this model, every word a reader has learned is represented in a mental database of words and their pronunciations that resembles a dictionary, or internal lexicon.
The new syllabus reinforced the idea that language could not be adequately explained by grammar and syntax but instead relied on real interaction. [ 11 ] In the mid-1990s, the Dogme 95 manifesto influenced language teaching through the Dogme language teaching movement.
The structural approach treats language as "a system of structurally related elements for the coding of meaning" and emphasizes competencies in phonological units, grammatical and lexical items. [14] It examines language products such as sounds, morphemes, words, sentences, and vocabulary, among others. [15]
A notional-functional syllabus is a way of organizing a language-learning curriculum, rather than a method or an approach to teaching.In a notional-functional syllabus, instruction is not organized in terms of grammatical structure, as had often been done with the audio-lingual method, but instead in terms of "notions" and "functions."
A lexical item is a new bit of vocabulary. It is sometimes difficult to decide whether an item is structural or lexical. It is sometimes difficult to decide whether an item is structural or lexical. For example, the teacher could teach phrasal verbs like “chop down” and “stand up” as lexis or structure.
Content and language integrated learning (CLIL) is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language. The idea of its proponents was to create an "umbrella term" which encompasses different forms of using language as medium of instruction.