Messaging: beyond a lexical approach in ELT

In Chapter 1, I outline why the message should be the central focus around which the learning of grammar and vocabulary takes place. I will suggest that this helps the learner to produce more actual language and less possible language.

In Chapter 2, I explore the difference between language that is produced consciously and language that is produced spontaneously. I will argue for a massive increase in memory-based learning activities that involve matching meaning directly with messages or chunks of language.

In Chapter 3, I present a case for the constructive use of translation or own-language use as the most efficient means of providing comprehensible input for learning. I will also outline how own language use enables the teaching of grammar and vocabulary to proceed on a Needs Only Analysis basis, allowing greater flexibility and efficiency of learning.

In Chapter 4, I consider how the above considerations impact on teaching materials and the structure of a lesson. A new type of coursebook structure called a textSbook will be proposed. I will describe in detail an approach to teaching and learning that provides the level of (i) memory-based learning and (ii) practice activities needed to develop real-time language comprehension and production.

In Chapter 5, I turn to self-directed learning, and outline some of the resources, strategies and techniques learners should use to manage their own learning outside the classroom.