词汇中心教学法的交际观--理论溯源与反思

The Lexical Approach as a communicative teaching approach: Retrospect and re-assessment

本文回顾了语料库研究促生的[词汇中心教学法]（the Lexical Approach）的发展历程及得失。词汇中心教学法坚持以词项（lexis）为基本单位的语言观；重视频率在大纲设计及教学中的作用；词汇中心教学法本质上采取的是交际法，它强调将词项置于真实语言素材中，并贯穿于真实任务中加以学习。同时也提倡学生自主的发现式学习。然而，由于过分依赖频率信息，语言观和语言教学完全基于词项，将词汇中心教学法嫁接于任务型教学且缺乏创新，归纳式的自主学习效率低下等诸多因素，词汇中心教学法未能成为主流教学法。然而，词汇中心教学法的积极部分，对今天的语言教学仍有借鉴意义。

This paper reviews the provenance and the development， as well as the strengths and weaknesses， of the Lexical Approach (LA)， a language teaching methodology inspired by the research in corpus linguistics. The LA takes lexis instead of sentences as the minimal building blocks of language; the LA highlights the role of frequency in syllabus design and teaching practicum; and the LA is basically a communicative language teaching approach， which stresses the use of authentic language in tasks and encourages self-directed discovery learning by learners themselves. However， the sole reliance on frequency information， lexis-based view of language， task-based instruction packaged teaching strategy， and the low efficiency of learner-centered inductive learning make it impossible for the LA to have developed into a mainstream teaching methodology. Whereas， the positive aspects of the LA are the food for thought for language teaching today.