SPRE O TIPOLOGIE A ACTIVITĂȚILOR ȘI EXERCIȚIILOR LEXICALE ÎN ORA DE RLS
The place given to the lexicon in language teaching and learning is very important because "it is from the lexicon that syntax is organised" (Courtillon, 1989: 146)  and because it is impossible to learn how a language works without words.
The word is the pivot around which grammatical syntax is organised. It is also on lexical unity that the semantic coherence of discourse is based and, moreover, the word in co-occurrence with other words of discourse provides cultural information characteristic of a given community.
In the first part of this paper, we aim to identify the role of memory and context in vocabulary teaching-learning and to capture the features of vocabulary teaching-learning in the communicative approach, as well as the goals of a lexical approach, the selection of lexical content and the way of its presentation to learners in the RLS class. The second part of this paper will focus on outlining a typology of activities and exercises that we could propose for vocabulary acquisition taking into account that modern vocabulary teaching is not a mechanical reproduction of a list of words learned by rote. The process of learning a new term aims to provide learners with the immediate possibility of using the acquired word in a variety of contexts.
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