Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/11197
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dc.contributor.authorTorres Ramírez, Amelia-
dc.date.accessioned2014-01-14T03:30:12Z-
dc.date.accessioned2018-03-15T14:26:22Z-
dc.date.available2014-01-14T03:30:12Z-
dc.date.available2018-03-15T14:26:22Z-
dc.date.issued2012-
dc.identifier.issn1133-1127-
dc.identifier.otherWoS-
dc.identifier.urihttp://hdl.handle.net/10553/11197-
dc.description.abstractThe lexical approach identifies lexis as the basis of language and focuses on the principle that language consists of grammaticalised lexis. in second language acquisition, over the past few years, this approach has generated great interest as an alternative to traditional grammar-based teaching methods. From a psycholinguistic point of view, the lexical approach consists of the capacity of understanding and producing lexical phrases as non-analysed entities (chunks). A growing body of literature concerning spoken fluency is in favour of integrating automaticity and formulaic language units into classroom practice. in line with the latest theories on SlA, we recommend the inclusion of a language awareness component as an integral part of this approach. The purpose is to induce what Schmidt (1990) calls noticing , i.e., registering forms in the input so as to store themin memory. This paper, which is in keeping with the interuniversity Research Project “Evidentialityin a multidisciplinary corpus of English research papers” of the University of las Palmas de Gran Canaria, provides a theoretical overview on theresearch of this approach taking into account both the methodological foundationson the subject and its pedagogical implications for SLA-
dc.formatapplication/pdf-
dc.languageeng-
dc.relation.ispartofLFE. Revista de Lenguas para Fines Específicos-
dc.sourceLFE. Revista de lenguas para fines específicos. Las Palmas de Gran Canaria: Universidad de Las Palmas de Gran Canaria, 1993-.-- ISSN 1133-1127.-- n. 18, 2012, p. 237-
dc.subject570107 Lengua y literatura-
dc.subject550510 Filología-
dc.subject.otherLexical Approach-
dc.subject.otherCollocations-
dc.subject.otherFormulaic Language-
dc.subject.otherNoticing-
dc.subject.otherFluency-
dc.titleThe lexical approach: collocability, fluency and implications for teaching-
dc.typeinfo:eu-repo/semantics/article-
dc.typeArticle-
dc.identifier.isi000219403200010-
dc.compliance.driver1-
dc.identifier.absysnet233536-
dc.identifier.eissn2340-8561-
dc.description.lastpage254-
dc.description.firstpage237-
dc.relation.volume18-
dc.investigacionArtes y Humanidades-
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess-
dc.type2Artículo-
dc.contributor.daisngid1285492-
dc.description.numberofpages18-
dc.contributor.wosstandardWOS:Ramirez, AT-
dc.date.coverdate2012-
item.grantfulltextopen-
item.fulltextCon texto completo-
crisitem.author.fullNameTorres Ramírez, Amelia-
crisitem.author.departamentoFilología Moderna, Traducción E Interpretación-
Appears in Collections:LFE, Rev. leng. fines específ. n.18, 2012 
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