LEXICAL AND DISCOURSE-BASED APPROACHES IN ENGLISH LANGUAGE TEACHING: AN INTEGRATED PERSPECTIVE FOR IMPROVING COMMUNICATIVE COMPETENCE

Abstract

This study examines the use and teaching benefits of the Lexical Approach and the Discourse-Based Approach in English language teaching (ELT). Using a qualitative descriptive method, the study combines data from peer-reviewed academic journals, language teaching books, and classroom observation reports through a careful literature review and document analysis. The findings show that the Lexical Approach, as introduced by Lewis (1993, 1997), significantly improves learners’ speaking fluency and confidence through the internalization of ready-made word combinations, collocations, and set phrases. On the other hand, the Discourse-Based Approach enhances learners’ awareness of context, practical skills, and overall text organization by exposing them to real language use and genre analysis. While both approaches have their teaching challenges, such as high memorization demands and cognitive overload for beginners, they can support each other. The study concludes that combining lexical elements with overall discourse strategies creates a balanced teaching environment. This approach maximizes learners’ ability to communicate effectively in real-life situations, preparing them for meaningful interactions in various social and academic settings. Keywords: Lexical Approach; Discourse-Based Approach; Communicative Competence; Lexical Chunks; Authentic Materials; English Language Teaching