Preferred techniques for learning ESP lexis by Generation Z

Abstract

Vocabulary has long been taught and learned through single words. The traditional learning involved making lists of words with their translations into learner native language. Although words are the key blocks of language, they do not occur individually. To produce coherent texts, words are combined and integrated into various situations. Language practitioners, who are unaware of recent linguistic research, usually use commercial textbooks that rely on grammar syllabus. In 1993, M. Lewis introduced a lexical approach which claims that language consists of meaningful word combinations known as chunks. Corpus studies confirmed that chunks dominate all language structures. It is acknowledged that acquisition of lexis is a very complex and demanding process. Learners of each generation use different ways of learning. Recognition and recall are two key concepts that demonstrate how learners can cope with receptive and productive skills. Recognition implies understanding lexis while reading or listening, and recall refers to learners’ ability to remember and use it in speaking or writing. This article aims at investigating how students of Klaipeda University, who represent Generation Z (2000–present), prefer to learn English for Specific Purposes (ESP) lexis, which is one of key difficulties they encounter in learning English. The data are obtained from the two surveys that have been administered to the respondents. The analysis of the responses reveals that Generation Z prefers traditional ways of mastering lexis.