Lexical Approach in TOEFL Writing: The Independent Writing Task

Lexical Approach in TOEFL Writing: The Independenttheir children.
Writing TaskTeachers can break these topic sentences or semi
Part One: Topic Sentences.fixed prefabricated expression into three parts. The
The lexical approach is an ESL book written byfirst part is an introductory phrase which is also a semi
Michael Lewis. It is an alternative practice that isfixed prefabricated academic expression. For instance,
beginning to redefine how ESL teachers instruct ESL‘The first reason why I agree with this statement is
classes. Lewis claims English language acquisition is stillbecause….” The reason it is a semi fixed
being delivered by providing complex grammarprefabricated academic expression is because you
explanations about fixed language outcomes.could add extra information to the latter part of the
Alternatively, the lexical approach is based on theexpression. In this latter part of the expression there
notion that chucks of meaningful, unanalyzedshould be two parts; the topic and the controlling idea.
expressions are more effective than the grammaticalThis is the most important part of the phrase because
approach: a belief that the basis of language and thatit carries the principle idea. The topic gives the reader
mastery of the grammatical system is a prerequisitethe main idea and the controlling idea contains your
for effective communication. However, this article willopinion about the topic, in other words it focuses it. The
demonstrate how the lexical approach principles canmain idea is “parents instinctively identify” and
be utilized in one’s teaching practices with regardsthe controlling idea is “learning styles”. Once
to the iBT Independent Writing Task.again these expressions are not going into complex
Some people claim that vocabulary teaching hasmetalanguage but they show how these phrases
come a long way since the days when courses wouldfunction without getting overly complicated. Moreover,
instruct students to learn word for word Grammara student can rewrite parts of this expression by
Translations. However, this is not entirely true.replacing the chronological signifier and the second part
Vocabulary in some classrooms is more than aof the topic sentence: For example: “The second
resource for single word gap fills. Most ESL learnersreason why I agree with this statement is because
associate vocabulary with single words and there is aparents have an innate relationship with their children.
tendency among learners to translate any textWhen writing an iBT Independent Task, the second
word-for-word. This includes trying to simplify mostreason supporting the topic sentence should be the
phrases to separate words. Therefore the role ofsecond body paragraph.
teachers is to raise students' awareness of theIt is important to note that iBT Independent Writing can
existence of lexical items. Teaching students tobe a dull, but one of the teachers’ challenges is to
recognize familiar academic “collocations”; thedevelop student centered classes while integrating the
way words combine, is probably one of the mostLewis Lexical approach. For English language learners
significant breakthroughs for students and teachers.the student-centered methodology has numerous
For example, knowing that you can say “by theunique benefits. One of the most memorable for
way” and ‘with this in mind’ is central toparticipants is the creation of a dynamic class
academic communicative competence.experience. By getting the students to actively engage
With regards to fixed or semi fixed prefabricatedand use the language, they retain more of it; compared
expression, conclusive evidence was found that wordsto if they simply hear, read or write about it. They
hunt in large packs, also known as formulaicactively practice producing meaningful essays and
prefabricated expressions. Lewis describes these asother goal oriented tasks, thus facilitating a more direct
groups of expressions that are regularly found inroute to fluency. Another distinctive characteristic of a
spoken and written English. Lewis also points out thatstudent-centered class is that the creativity inherent in
there are semi-fixed prefabricated expressions. Thesethe activities adds an element of surprise to each
expressions have more flexibility than fixed formulaicclass. Bear in mind, that participants often have many
expressions because certain words can be replaced.other commitments to attend to, and English lessons
may seem like a dreary thought after a long day’s
With all this in mind, some iBT teachers have taken thiswork. However, providing a lexical approach behind the
premise on board and delivered formulaic academicback drop of a fun student-centered English
phrases, this is especially the case when it comes tomethodology combats the tendency for boredom
topic sentences for the iBT Independent Writing Task.commonly found in iBT Independent Writing Tasks.
An example of an iBT Writing task may be: “DoClearly in recent years it has been recognized both
you agree or disagree with the following statement?that native speakers have a vast stock of these
Parents make the best teachers. Give reasons andlexical chunks and that these lexical chunks are vital
examples for your answers”. Here are some semifor fluent language production. Fluency does not
fixed prefabricated expressions that fit well into thisdepend so much on having a set of generative
iBT writing task.grammar rules and a separate stock of words.
However, fluency depends on having rapid access to
· The first reason why I agree with this statement isa stock of prefabricated expression or language
because parents instinctively identify their children’schunks. English for Academic purposes (EAP) requires
learning styles.students to learn high-priority prefabricated English
expressions which need to be selected and included
· The second reason why I agree with this statementinto learning materials and class activities.
is because parents have an innate relationship with