Vocabulary acquisition

  • Veronika BENIGNO (Pearson)
    Fundamental collocations: suggestions for learning lexis
    2015, Vol.XX-1, pp. 81-96

    Following the pioneering work of Gougenheim and his team in the 1950s, pedagogical frequency lists have received much attention in France and elsewhere. However, research has mainly focused on single lexical items, whereas the role played by high-frequency phraseological units, i.e. units functioning as independent lexico-grammatical chunks, has been neglected. In this paper we describe the relationship between frequency and native speakers’ judgements in order to determine the basic character of phraseological units; additionally, we show that individual judgements seem to be affected by the degree of fixedness between the components of such units. In the last section we discuss some pedagogical implications derived from a corpus-based study in the domain of  ‘social events’.


  • Alise LEHMANN (Université de Picardie)
    Using the Robert Brio dictionary for acquiring lexis
    2015, Vol.XX-1, pp. 97-106

    Lexical morphology is barely attended to in the teaching of vocabulary in primary schools. If and when it is addressed, it is generally via derivation and composition and, unfortunately, looking to exploit pupils’ etymological knowledge which is inexistent. This article proposes to present to Robert Brio dictionary (2004). This dictionary, which is relatively unknown, allows an alternative means of studying morphology: without recourse to classical languages and using a comparative approach to analyzing words. This article is divided into three sections: theoretical (presentation of the theoretical and methodological options of the Robert Brio), lexicographical, pedagogical (discovery of patterns favouring in particular the acquisition of lexical spelling).