A LEXICAL SUBSYSTEM FRAMEWORK: BRIDGING THEORY AND PRACTICE IN TEACHING MOROCCAN HERB VOCABULARY

Abdelkrim Elkhatmi, Youssef Baaqili

Abstract


This paper presents a framework for analyzing and teaching the English vocabulary of Moroccan herbs, synthesizing theoretical and instructional perspectives to enhance lexical competence. Anchored in Nation’s form-meaning-use framework, it explores the formal, semantic, and syntactic dimensions of herb-related nouns, verbs, adjectives, and adverbs within the culturally rich context of Moroccan herbs, addressing the scarcity of research on this herb vocabulary in the Moroccan context. By conceptualizing vocabulary as an integrated subsystem rather than isolated units, the framework addresses the pedagogical challenge of fostering multidimensional proficiency. The analysis examines phonological, orthographic, and morphological properties, alongside semantic networks and pragmatic functions. It underscores the value of contextualized instruction, leveraging the culinary, medicinal, and aesthetic significance of Moroccan herbs to promote linguistic accuracy, communicative competence, and intercultural engagement based on the students’ needs. The study proposes evidence-based strategies for integrating these linguistic properties into classroom practice, tailored for teachers and instructors. The framework is designed to enhance pedagogical relevance and learners’ linguistic precision, particularly in a professional context. Implications for instruction include a structured approach that bridges linguistic theory with practical application, offering scalable strategies to navigate dialectal variations, contextual nuances, and syntactic flexibility. By fostering a holistic understanding of the lexical subsystem, the framework enriches language teaching methodologies, enabling educators to cultivate learners’ ability to engage with specialized vocabulary and its cultural significance, thus contributing to innovative practices in vocabulary instruction.

 

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lexical subsystem, Moroccan herbs, form-meaning-use framework, vocabulary instruction, linguistic competence

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DOI: http://dx.doi.org/10.46827/ejes.v12i10.6234

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