TÜRKÇE ÖĞRETİMİNDE LEKSİKAL YAKLAŞIM: BİR EŞDİZİMLİLİK ÇALIŞMASI MODELİ ÖNERİSİ

Abstract

Abstract This study intends to propose Lexical Approach (Lewis, 1998, 2002; Harwood, 2002) and a model for teaching Turkish as a foreign language so that this model can be used in classroom settings. This model was created by the researcher as a result of the studies carried out in applied linguistics (Hill, 20009 and memory (Murphy, 2004). Since one of the main problems of foreign language learners is to retrieve what they have learnt, Lewis (1998) and Wray (2008) assume that lexical approach is an alternative explanation to solve this problem.Unlike grammar translation method, this approach supports the idea that language is not composed of general grammar but strings of word and word combinations.In addition, lexical approach posits the idea that each word has tiw gramamtical properties, and therefore each dictionary is a potential grammar book. Foreign language learners can learn to use collocations, a basic principle of Lexical approach. Thus, learners can increase the level of retention.The concept of retrieval clue (Murphy, 2004) is considered the main element in this collocational study model because the main purpose of this model is boost fluency and help learners gain native-like accuracy while producing the target language. Keywords: Foreign language teaching, lexical approach, collocations, retrieval clue