Where Proficiency Begins: The Case for Lexicogrammatical Primacy in EFL Instruction

抄録

This critical synthesis argues that lexicogrammatical knowledge (knowledge of words, multiword expressions (MWEs), and their typical grammatical patterning) is a major factor shaping second language (L2) proficiency across receptive and productive domains. Drawing on meta-analyses and influential empirical studies within a usage-based framework, this paper examines four propositions: (a) lexical knowledge robustly predicts receptive performance, (b) productive use of MWEs is associated with speaking fluency and writing quality, (c) explicit grammar instruction may contribute less uniquely when lexical patterns are accounted for, and (d) strategy instruction appears less effective when lexical coverage falls below approximately 95%. Across the reviewed studies, lexicogrammatical knowledge appears to be a central source of variation in L2 performance, while grammar instruction alone and strategy training tend to yield smaller gains without sufficient vocabulary knowledge. This interpretation aligns with usage-based accounts of language learning and finds a broad analogy in how statistical language models exploit co-occurrence patterns. The paper argues for prioritizing lexical enrichment, embedding grammar within chunk-based input, and sequencing strategy training after adequate lexical coverage, offering educators a framework for curricula that promote more naturalistic proficiency.