Status Updates From Teaching Lexically: Princip...

Ask the students to mark words in the exercise with a 1 (I know and use), 2 (I think I know), 3 (I don't know). Get them to compare ideas. See which words are mainly 3s. Explain those words only. Then set the task.

One of the ideas at the heart of the lexical priming theory is that knowledge is always provisional – and can only develop over time and as a result of repeated exposure.

... Dogme teachers have advocated a similar process - with a somewhat stronger teacher role that involves identifying and working with what has been dubbed 'emergent language' from student conversations... This approach emphasises conversation over task, but again strongly rejects a pre-set syllabus applied to a whole class, and is (sometimes vehemently) opposed to coursebook use.