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Percepciones de la instrucción basada en los principios de un enfoque léxico en el aula de lengua extranjera

It is widely accepted that formulaic language is problematic for foreign language learners. This topic has attracted researchers’ attention since the principles of the first Lexical Approach were published (Lewis 1993). In this study, some of the recommendations of this approach and its developments are put to the test in order to gauge the students’ and instructor’s perceptions and attitudes. To that end, we implemented different versions of a lexical approach. Students were randomly assigned to either the noticing group –students’ attention was raised to chunks in the text and they were invited to notice them– or the explicit activities group -after being exposed to the same input, students did activities targeting the studied lexical units. After the eight-week treatment, an open-ended questionnaire was administered. The instructor kept a journal in which she collected her impressions on the implementation of a lexical approach. These evaluations shed some light on future methodological decisions.