The teaching of frequent verbs through lexical approaches
Since the first works on lexical approaches appeared, research has firmly supported the principles which they are based on in language teaching. This has also been the case in Spanish Language Teaching, although the integration of these principles in the text books is still rather limited; in fact, few approaches have been developed to tackle specific or problematic aspects of such methods. Considering all this, this paper presents a proposal based on the implementation of certain precepts of the lexical approaches to the teaching of frequent verbs in Spanish, which, far from being safe linguistic elements, constitute a very important source of errors for the learners because of their semantic breadth and wide co-occurrence in very varied lexical-syntactic contexts. From a methodological point of view, the proposal is based on the following points: 1) frequency as a criterion for the selection of vocabulary; 2) gradual vocabulary learning; 3) lexical co-occurrence as a key aspect of vocabulary and discourse; 4) collocation as a concept understood in a restricted sense, based on linguistic notions; 5) L1 as an essential filter; 6) strengthening of lexical networks to fix the combinatorial relations; and, finally and with the same purpose, 7) deep processing by learners. It will be shown that the resulting procedure contributes decisively to the teaching-learning process by taking advantage of the combinatorial capacity of these verbs based on the selection of lexical classes.
Copyright (c) 2019 Francisco Jiménez Calderón, Anna Rufat
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