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2017 | 23 | 47-63

Article title

Lexical Minimum (Re)Defined



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By popular definition, lexical minimum is a useful glottodidactic tool representing a selection of vocabulary to be taught at various language proficiency levels. Practically speaking, such minimums take the form of wordlists, extracted on frequency bases and drafted separately for each educational stage. However, the nature of language acquisition as well as the teaching/learning processes call for a much broader view of the lexical minimum, encompassing its primary, and possibly fundamental, meaning as a lexical competence of an individual and a conceptual measure for its expansion and evaluation. It is therefore claimed that the existing concept of lexical minimum as an exclusively didactic tool is outdated and needs redefining. Moreover, the methodology for a lexical minimum compilation should be revised, mainly on account of flawed compilation procedures applied by some authors. Accordingly, the aim of the present paper is to address some of the issues outlined by clarifying the notion of lexical minimum anew, discussing its multifarious characteristics and suggesting some methodological solutions to its construction.







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