Abstract-Lexis is one essential component of language and language development. Limited lexical knowledge can lead EFL learners to frustration and demotivation. To reach a higher level of development in the four basic communication skills, learners should have a basis of lexis that allows them to do so. One of the factors affecting the ongoing development of communicative competence is neglecting the systematic teaching of lexis. Teachers' lack of knowledge of the lexical field has contributed negatively to this current situation. To meet these needs, this article reviews concepts such as lexis/vocabulary, lexical competence and knowledge and size and depth of lexical knowledge. It discusses new perspectives that could help language teachers develop conceptual knowledge to handle lexical instructional practice.

A troublesome pronunciation issue for Spanish EFL learners is the past -ed ending of regular verbs. Neuro linguistic Programming (NLP) is a perspective integrating neurology, language and programming which are key for processing information and for responding to learners’ styles with the potential to help EFL teachers address this pronunciation issue. This paper reports a study conducted in two subsequent terms with 43 students at a university language institute: two groups taught using standard pronunciation techniques and two using NLP techniques preceded by oral tasks in which they were encouraged to pronounce regular verbs in the past. Data collected included students self-recorded pronunciation tasks, a survey to elicit students’ motivation and satisfaction and a teacher’s log with insights about students’ attitude and response to the strategy. Analysis of the data showed that after the first implementation, the NLP group improved their pronunciation a 30%, the standard one improved a 10%. During the second implementation, the NLP group showed an improvement of 23.7% pronunciation accuracy in task 1 and a 24.6% in task two compared to the standard group. The findings suggest that teacher’s use of NLP techniques into their classroom instruction have a positive impact on students’ pronunciation of the past ending of regular verbs.

Preservice EFL teachers face many challenges when developing their practicum. Such an experience shapes their identity and influences the teaching and learning processes. This descriptive case study is about preservice teachers’ identity formation and the factors that shaped their identity configurations during a practicum course offered at a state university in Colombia. Data, collected through interviews, reflective journals, and drawing-derived metaphors were analyzed using thematic analysis. The results identified participants’ value/belief system, personality traits, context, pedagogical decisions, reflective practice, and critical incidents as influential factors in their identity formation process. The findings also revealed that identity can be constructed through the intersection between the different experiences they go through during their practicum and their past and future trajectories. The study suggests that EFL teacher education programs should take explicit pedagogical actions to incorporate the identified factors in their curriculum. This could strengthen EFL preservice teachers’ identity configurations and prepare them better for their future teaching roles.

This paper discusses a collaborative action research project integrating a focus on ideological awareness with genre-based pedagogy in the university literacy classroom. Through explicit instruction on the argumentative genre and reflection on the linguistic correlates of neoliberal ideology, we guided students in developing enhanced awareness of neoliberalism and its influence on environmental policy. In the independent writing stage, students’ argumentation revealed critical stances towards neoliberalism and adequate command of the target genre. The paper closes with general reflections and recommendations for the adoption of an explicitly critical approach in university literacy education.

It has been commonly reported by teachers and learners the strong and positive relationship between lexis and reading comprehension. This claim has been usually grounded on experience. In consequence, this paper attempts to find research-based evidence to support the connection between lexis and reading comprehension. To do this, a review of 128 studies was conducted using a set of criteria, after which thirteen studies were selected and screened to look for specific patterns. Salient themes emerged from the analysis: lexical coverage, direct instruction, lexical knowledge (breadth and depth), incidental and intentional learning and receptive and productive lexical knowledge. The analysis supports the connection between lexis and reading comprehension not only in EFL, but also in ESL and L1 contexts. In line with it, the research suggests that teachers should focus on systematic lexis instruction since it aids learners to increase both lexical knowledge and reading comprehension gains.