Abstract:
The aim of this dissertation is to investigate which is the most effective teaching approach to teach lexicon to Chinese students. In particular we conducted an action research during a second language laboratory at an elementary school, within which we tried to investigate whether the activities on lexicon proposed were really effective with such particular type of students: young, second language learners at first stages of acquisition and Chinese.
The action research was conducted over a period of three months, two lessons a week held together with the second language teacher, a cultural mediator. The data were collected through unstructured observations, questionnaires, diary account and structured activities on lexicon.
Rather than answer the initial question, we found several criticality: starting from them, recommendations are given in order to foster an effective lexical approach with Chinese students.
