🔥 The Lexical Approach: Why Teaching “Chunks” Beats Teaching Grammar (Most of the Time)

Jun 8
3 min read

The Lexical Approach argues that learners don’t build sentences word‑by‑word using grammar rules. Instead, they rely on chunks — ready‑made combinations of words that native speakers use constantly.

These chunks include:

collocations (words that naturally go together, e.g., prendre une décision, hacer deporte)
formulaic expressions (fixed or semi‑fixed phrases used as whole units, e.g., ça dépend, tengo ganas de)

When students learn these, they sound fluent far earlier than when they memorise grammar tables.

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.

2. 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.

3. 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.

4. 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.

5. 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.

6. Making it work in practice

My approach: balanced, realistic, teacher‑friendly.

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)

7. 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.

8. 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.

9. 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.

And 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.