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Based on some of the fundamental tenets of the Lexical Approach, this article suggests two noticing and recording strategies of specialised lexis for class and independent use with B1-C2 students of English enrolled on university level ESP courses. Drawing on extensive personal teaching experience, the author weighs the pros and cons of both strategies, while also making the case for a more modern (digital) methodology to assist with their implementation through an informed empowerment of students. [ABSTRACT FROM AUTHOR]

This article is a brief analysis of a series of three books dealing with advanced idiomatic/colloquial everyday English, from the perspective of the Lexical Approach; special emphasis is laid on the author's indisputable originality towards a final product that definitely breaks the mould in an ELT book market that has remained largely traditional, both in content type and method. The practicality implied by the nature of this series of books is supported by some of the central tenets of the Lexical Approach. [ABSTRACT FROM AUTHOR]

Based on some of the fundamental tenets of the Lexical Approach, this article suggests two noticing and recording strategies of specialised lexis for class and independent use with B1-C2 students of English enrolled on university level ESP courses. Drawing on extensive personal teaching experience, the author weighs the pros and cons of both strategies, while also making the case for a more modern (digital) methodology to assist with their implementation through an informed empowerment of students. [ABSTRACT FROM AUTHOR]

Noticing and recording quality language input through contextualised chunks has long been one of the most practical and important recommendations of the Lexical Approach, both in the case of general English towards higher-level fluency and of ESP in terms of exactness of terminology building on general fluency. However, ELT books have often fallen short of suggesting workable techniques for language recording and retrieval by students of English. In this article I will be looking at a number of such shortcomings and suggest a practical implementation guided by straightforward principles of universal usability, practicality and relevance in what concerns the triad noticing-recordingretrieval of language input. [ABSTRACT FROM AUTHOR]

Successful language acquisition has long been a moot point for EFL linguists, teachers and ESOL students. As a consequence, ELT resources have been undergoing various shifts in language focus and methodology to the point where new approaches break away from tradition by empowering students in their effort to take charge of their own learning in a highly developed technological age, where access to a whole array of resources has become commonplace - the Internet, smartphone / tablet apps, multimedia support etc. This paper looks at these shifts from the point of view of the learner as the end-user of existing facilities but also based on a new role assigned to the language teacher: that of a 'manager' whose purpose is to equip students with the skills necessary towards their independence in language acquisition techniques. Namely, by taking account of the main precepts of the Lexical Approach, I will attempt to make a case for the presence, manipulation and putting to good use of language usage examples to be found in present ELT resources, with a focus on learner's dictionaries and self-study books. [ABSTRACT FROM AUTHOR]

One of the most practical applications of English corpora is their employment as validating sources for EFL / ELT products - from the traditional course books to the modern electronic learner dictionaries. The Lexical Approach, articulated in the early 1990s, has broken new ground, both in theory and in practice. New and bold methodologies have started to emerge in response to the challenges facing language acquisition in our contemporary world, one inhabited by a generation of non-native speakers of English equipped with a skill hardly available just a few decades ago - computer literacy. While not a review per se of learner dictionaries and course books, within the framework outlined above, my paper takes account of the Lexical Approach as a theoretical basis informing teaching and learning methodologies aided by the latest EFL / ELT corporaderived resources for students, teachers and other professionals who learn and use English as a second language. [ABSTRACT FROM AUTHOR]