The Lexical Approach and Linguistique de la Langue : A Tale of Chunks and Entities


Introduction

Language has long fascinated philosophers, linguists, and teachers alike. In his book The Lexical Approach, Michael Lewis presents key principles that challenge conventional views of language learning and teaching. Among these principles are the assertions that "Language consists of grammaticalized lexis, not lexicalized grammar" and "The grammar/vocabulary dichotomy is invalid; much language consists of multi-word 'chunks'" (Lewis, 2002). These principles, central to the Lexical Approach, prompt a reevaluation of traditional language pedagogy and draw intriguing parallels with the linguistic theories of Ferdinand de Saussure.

Exploring the Lexical Approach

In his elucidation of the Lexical Approach, Lewis asserts that "Language consists of grammaticalized lexis, not lexicalized grammar," emphasizing the central role of vocabulary in language acquisition and usage. This approach shifts the focus from isolated grammar rules to meaningful lexical chunks, reflecting the natural patterns of language as used by native speakers. By prioritizing the acquisition of vocabulary within contextualized language chunks, learners can develop more fluent and communicatively competent language skills.

Additionally, Lewis challenges the divide between grammar and vocabulary ("The grammar/vocabulary dichotomy is invalid "), highlighting the prevalence of multi-word chunks in language. Recognizing the interconnectedness of grammar and vocabulary allows language learners to grasp the nuances of language structure and usage more effectively. This holistic perspective encourages learners to perceive language as an integrated system of meaning rather than disparate components.

Understanding Chunks

The concept of 'chunk' bears some resemblance to the idea of 'linguistic unit' in Saussurean linguistics. Both concepts emphasize the identification and delimitation of concrete entities within a language. 'Chunks' represent meaningful sequences of words or phrases, comprising a diverse range of items, including collocations like 'densely populated', fixed expressions such as 'by and large', formulaic utterances like 'How are you?', verb patterns such as 'make a decision', idioms like 'kick the bucket', and catchphrases like 'Just do it'. Similarly, 'linguistic units' encompass: "compounds (e.g., porte-plume, ‘pen holder’), phrases (e.g., s’il vous plaît, ‘if you please’), flexional forms (e.g., il a été, ‘he has been’), etc." [CGL] [148]."

Unlike traditional grammatical categories or single-word vocabulary, neither chunks nor linguistic units neatly fit into these classifications. Instead, they represent holistic units of language that reflect natural patterns of language use in real-life communication:

On further reflection, it becomes clear that what a word is usually taken to be does not correspond to our notion of a concrete unit. [CGL]  [147]

Advocating for language learning prioritizing the acquisition and usage of these chunks within context, the Lexical Approach underscores the significance of vocabulary acquisition and the recognition of common phrases and expressions. However, debates persist regarding how exactly these chunks are delimited, mentally stored and accessed.This difficulty, as Saussure aptly observed, arises for the linguist, not for the speaker, who infallibly distinguishes them in discourse:

"Doubtless these difficulties do not arise for the language-users themselves. Anything which is significant in any way strikes them as being a concrete unit, and they do not fail to notice it in discourse. However, it is one thing to sense this rapid and subtle interplay of units, but quite another thing to give an account of it by means of a systematic analysis. " [CGL] [148]

Examining the Lexical Approach from a Saussurean Perspective

Saussure's linguistic theories, particularly his emphasis on language as a system of differences and oppositions, resonate with some of the key principles outlined by Lewis in the book "The Lexical Approach." For example, Lewis regards grammar as a receptive skill that involves perceiving similarities and differences, thereby emphasizing the central role of cooperation and opposition in language (Lewis, 2002). Likewise, Saussure contends that grammatical facts exemplify how language operates as a system of values based on the oppositions between terms, such as in German plural formations like Nacht vs. Nächte. He suggests that these principles governing grammar can be understood using the same analytical tools applied to lexical units:

“But ‘units’ and ‘grammatical facts’ are only different names for different aspects of the same general fact: the operation of linguistic oppositions. So much so that it would be perfectly possible to tackle the problem of units by beginning with grammatical facts. Starting from an opposition like Nacht vs. Nächte, one would inquire what are the units involved” [CGL] [168].

Both scholars suggest that understanding the nature of language requires recognizing the underlying principles of differences, oppositions, and interdependencies that govern it. While this task may seem daunting for linguists, the language mechanism of speakers operates seamlessly, akin to a 'Swiss watch.'

Conclusion

The exploration of the Lexical Approach alongside Saussure's linguistics reveals compelling connections between these two theories of language that offer valuable insights for language education. Both perspectives challenge conventional views of language learning and teaching, advocating for a more integrated and holistic approach. By prioritizing the acquisition of lexical chunks and recognizing the interconnectedness of grammar and vocabulary within the Saussurean framework, language educators can cultivate more effective language acquisition and communication strategies in the classroom. These theories provide invaluable guidance for language learners and educators alike, offering a nuanced understanding of language structure and usage.

Related Posts:

The Typewriter of Language: Unlocking the Mechanism behind Saussure's Theory

https://derridaforlinguists.blogspot.com/2023/10/blog-post_18.html

 Bibliography

Saussure, Ferdinand de. 1916. Cours de linguistique générale. Edited by Charles Bally and Albert Sechehaye, with Albert Riedlinger. Libraire Payot.

Saussure, Ferdinand de. "Course in General Linguistics." Translated and annotated by Roy Harris. With a new introduction by Roy Harris. Bloomsbury, 2013.

Lewis, Michael. The Lexical Approach: The State of ELT and a Way Forward. 2002.

Scott Thornbury (2019) Learning language in chunks. Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press. Available at cambridge.org/cambridge-papers-elt

 

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