The Lexical Approach: A New Way to Learn Languages
Updated: Sep 1
How the Method Was Born — Who Created It
The Lexical Approach was developed by Michael Lewis in the 1990s. Lewis challenged the idea that grammar is the backbone of language. Instead, he argued that:
Vocabulary is not individual words but multi-word units.
Fluency comes from retrieving chunks, not constructing sentences.
Teaching should reflect how language is actually stored in the brain.
His work was a reaction to grammar-heavy syllabuses that produced accuracy but not fluency.
What the Method Aims to Do
The Lexical Approach aims to:
Prioritise chunks over isolated vocabulary.
Teach collocations (words that naturally co-occur).
Teach formulaic expressions (ready-made phrases used as single units).
Build fluency through retrieval, not construction.
Help learners notice patterns in authentic input.
Its promise: Teach the building blocks of real communication, not the rules behind them.
What It Gets Right
The Lexical Approach shines in areas where traditional teaching struggles:
Immediate fluency gains — students can say more, sooner.
Authentic language — the expressions real speakers actually use.
Better listening comprehension — students recognise patterns.
Supports spontaneous speaking — fewer pauses, fewer breakdowns.
High transfer value — chunks work across topics.
For KS3 and KS4, this is a huge win.
Where It Falls Short
Here’s the honest bit:
Chunk lists can become endless — teachers must prioritise.
Risk of superficial learning if chunks aren’t recycled.
Grammar still matters — chunks don’t cover everything.
Assessment mismatch — GCSE still tests explicit knowledge.
Teacher workload — selecting high-value chunks takes expertise.
And the biggest misconception? That the Lexical Approach = “no grammar.” It doesn’t. It means grammar supports chunks, not the other way around.
Who It Works Best For
KS3 beginners — fast fluency wins build confidence.
KS4 students — especially for speaking and writing spontaneity.
Low prior attainers — chunks reduce cognitive load.
High attainers — collocations and nuance stretch them.
Mixed-ability groups — chunks can be layered easily.
It’s one of the most adaptable methods across secondary MFL.
Making It Work in Practice
My approach is balanced, realistic, and teacher-friendly. Here are some practical strategies:
Teach high-frequency chunks, not random phrases.
Use input flooding — repeat chunks naturally in stories and routines.
Build chunk walls or sentence-builder mats.
Encourage students to underline chunks in texts.
Use retrieval practice to recycle chunks over time.
Teach grammar as patterns inside chunks (e.g., je vais + infinitive).
Specific Examples for French and Spanish
French
Formulaic expressions: il y a (there is/are), ça dépend (it depends), je suis en train de… (I am in the middle of…)
Collocations: prendre une décision, faire du sport, avoir besoin de.
Frames: ce que j’aime, c’est…, j’ai l’habitude de….
Spanish
Formulaic expressions: tengo ganas de… (I feel like…), por lo general (generally), estoy + gerundio (I am …‑ing).
Collocations: tomar una decisión, hacer deporte, tener que.
Frames: lo que más me gusta es…, me da igual….
These are the chunks that supercharge fluency.
What to Combine It With
The Lexical Approach becomes powerful when paired with:
Comprehensible Input — to expose students to chunks in context.
Retrieval practice — to secure long-term memory.
Explicit grammar teaching — to support accuracy.
Task-based learning — to use chunks meaningfully.
Sentence builders — to structure chunk acquisition.
This is where your balanced, non-dogmatic approach shines.
Final Thoughts
The Lexical Approach is not about abandoning grammar — it’s about teaching the language students actually need to sound fluent. Chunks give learners confidence, spontaneity, and naturalness that grammar alone can’t deliver.
As with many of the methods in this series, it’s also something most teachers already do without realising. We naturally highlight chunks, repeat collocations, and model formulaic expressions because they make communication smoother. But as this series has shown, no single method is sufficient on its own. Each one offers something valuable, but each one also has blind spots. The real power comes from combining approaches, borrowing the best bits, and shaping them into something that works for your classes, your curriculum, and your reality as a teacher.
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