Publication at Faculty of Education |
2020
Abstract
The prevalent English language teaching methodology does not result in fluency and naturalness of language production, as supporters of lexically oriented approaches to teaching tend to claim. They suggest refusing the traditional division into grammar and vocabulary and focus on raising awareness of the explicit teaching of collocations.
This presentation will show a teaching intervention, in which this methodology is applied to explore which types of students could benefit from it. The design of the project, including the test battery and lesson plans for the experimental and control group, will be presented.