TECHNISCHE UNIVERSITÄT BRAUNSCHWEIG

Fachbereich für Geistes- und Erziehungswissenschaft

Englisches Seminar

How to teach Lexis and

Dictionary Usage according to the Curriculum

Hausarbeit zur Veranstaltung

,,Teaching English as a Foreign Language:

Grammar and Lexis in Context"

(WS 07/08)

im Mastermodul 2

(M2; Teaching English GHR 2)

Vorgelegt von: Henner Kaatz

Datum der Abgabe: 13.03.2008

Table of contents:

1. Introduction 3

2. Definitions 4

2.1 Lexis 4

2.1.1 Lexis, Vocabulary and Grammar 4

2.1.2 The Lexical Approach 5

2.2 Dictionary 6

2.2.1 Types of Dictionaries 6

2.2.2 Dictionary Usage in the Classroom 7

3. How to teach Lexis and Dictionary Usage according to the Curriculum 9

3.1 Niedersächsisches Kerncurriculum Englisch 9

3.2 How to teach Lexis and Dictionary Usage according to the Curriculum 10

3.3 Teaching and Learning Lexis with the help of Dictionaries 12

4. Conclusion 15

Bibliography 17

Appendix 17

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1. Introduction

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. The last chapter provides a conclusion to the reader and

demonstrates a clear opinion on the topic of how Lexis is dealt within the curriculum

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and how dictionaries should be used, always keeping the guidelines of the curriculum in

mind, to enhance L2 learning.

2. Definitions

This chapter defines the most significant terms and their relations. Lexis, vocabulary

and grammar are characterized at first. Thus, it becomes apparent what these linguistic

areas have in common and where they are different, mostly concerning to the Lexical

Approach. The Lexical Approach, one of the central terms in this paper, and its

handling regarding classroom teaching and learning are defined as well. The second part

of this chapter mainly deals with the definition of different kinds of dictionaries and,

moreover, the current usage, respectively ideal treatment of a sufficient dictionary in the

language classroom.

2.1 Lexis

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.

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