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 ch...