"Words in the Mind" deals with words, and how humans learn them, remember them, understand them, and find the ones they want. It discusses the structure and content of the human word–store or mental lexicon, with particular reference to the spoken language of native English speakers. Discusses the structure and content of the human word–store, or ′mental lexicon′. Features a highly informative and accessible account of a central area of research. Incorporates new research on the mental lexicon. Written by a prominent researcher of the mental lexicon, language change, and the language of the media.
Lexical Priming proposes a radical new theory of the lexicon, which amounts to a completely new theory of language based on how words are used in the real world. Here they are not confined to the definitions given to them in dictionaries but instead interact with other words in common patterns of use. Using concrete statistical evidence from a corpus of newspaper English, but also referring to travel writing and literary text, the author argues that words are 'primed' for use through our experience with them, so that everything we know about a word is a product of our encounters with it. This knowledge explains how speakers of a language succeed in being fluent, creative and natural.
Lewis challenges the orthodox methods of teaching lexis, emphasising the need for learners to understand and utilise vocabulary in lexical chunks, as opposed to discrete words translated - usually inadequately - from L1 to L2. The approach requires a slight change in teaching methods to produce a major shift in the quality of language acquisition.
The nine major empirical studies of "Lexical Issues in Language Learning" address key issues in the development and use of vocabulary by child bilinguals and older second language learners. The thematic focus in this collection of Language Learning articles is on the assessment of lexical development in bilinguals at different points in the lifespan; the psycholinguistic factors that determine the learnability of second language lexis; and the conditions on communication tasks that promote the learning and retention of second language vocabulary or lead to different strategies for handling lexical problems. The introductory chapter presents an overview of current trends in lexical research in second language learning, and assesses the contribution of each of the nine studies to knowledge in the field. The chapters are organized in three sections in accordance with the main themes of the volume. The preface to each individual article contains a brief update assessing the contribution of the research in question to the current knowledge about second language lexical acquisition. The studies address learning in diverse situations internationally, utitlize innovative research methods conducted with the highest levels of expertise, and concern acquisition in various languages: Chinese, English, French, German, and Spanish. The volume is not only a valuable reference tool for researchers and scholars active in this field, but also form excellent course material for use in graduate seminars on the subject.
IMPLEMENTING THE LEXICAL APPROACH describes how the lexical approach works in the classroom. This book will stimulate educators to think about what one does at all levels. The book develops the theoretical position set out in Michael Lewis' highly acclaimed THE LEXICAL APPROACH.
This book draws on research in presenting a language teaching program based on the use of "prefabricated language." It shows that the "lexical phrase" can serve as an effective basis for learning English.