FEATURES OF USING THE LEXICAL APPROACH IN UPPER SECONDARY SCHOOL

Abstract

The article analyzes the modern approach to teaching foreign languages in upper secondary school, specifically the lexical approach. It highlights the key features, theoretical foundations, and distinctions from the Present Practice Produce (PPP) method. The authors present an algorithm for implementing this approach in a lesson, along with appropriate types and formats of exercises for each stage.

The purpose of the article is to reveal the essence of the lexical approach to teaching English, to describe its theoretical basis, key components, and distinctive features of its implementation in the educational process. The article also outlines the differences between the PPP method and the lexical approach, demonstrating the latter’s potential for developing students’ English lexical competence in upper secondary school.

The methodological basis of the study is based on the principles of scientific rigor, systematicity, and practical orientation. In the course of writing the article, theoretical methods were employed—namely, analysis and synthesis of scientific and pedagogical literature on foreign language teaching methodology, with particular focus on the PPP and lexical approaches.

The scientific novelty of the article lies in a comprehensive analysis of the lexical approach not only as an algorithm for lesson implementation, but also in terms of its theoretical underpinnings. This approach represents not merely a new way of organizing classroom activities, but a fundamentally different perspective on language and methods of language teaching as a whole.

Conclusions: The lexical approach offers an alternative vision of foreign language acquisition, where the central role is played by the observation of language patterns, hypothesis formation, and practical application of learned material. This approach facilitates more effective memorization and productive use of lexical units. It is lexical chunks, rather than individual words, that should become the primary units of language instruction. At the same time, successful implementation of the lexical approach requires the teacher’s professional competence in selecting appropriate materials, taking into account the learners’ level and needs, and systematically applying the Observe–Hypothesize–Experiment (OHE) algorithm in practice.