Uma análise dos Procedimentos Metodológicos no Ensino Explícito de Vocabulário em Escola de Idiomas.

Abstract

This paper aims to analyze the methodological procedures adopted and inspired by the Lexical Approach, aimed at the teaching of English as a Foreign Language. As indicated throughout this paper, the focus of aforementioned approach relies on the use of vocabulary and on the importance of having a class thought and executed from a lexicalized and non-grammaticalized view (LEWIS, 1993; 1997). Therefore, we have made a brief historical context of the approaches and methods in the teaching of Foreign Languages, punctuating the difference between acquiring a second language and a foreign language as a kick-start for this research (RICHARDS, RODGERS, 2001). Likewise, we present the teaching of the vocabulary of a Foreign Language by images, bringing to light its importance along with the main idea of the Lexical Approach, the use of the lexicon (LIMA, 2013; MENDEZ, 2005; RICARDO, 2015). The scenario from which the work was constructed started from the construction of a class with two ministrations in a municipal public language school for the pre-intermediate level. As a result, to this paper, some limitations have marked the use of the lexical approach in vocabulary teaching, since there is no way to prove the acquisition of vocabulary through these classes, and it is necessary to perform tests that prove the effectiveness of the lexical approach.