IntroductionMichael Lewis formulated an approach that changed the conventional perspective of the teacher and student towards language. This revolutionary approach has given rise to intense and controversial debates over its validity. Lewis (1993) was a naturalist who argued that any effective teaching method should be based on learning prefabricated fragments of language rather than individual words. He based his argument on corpus data, which indicates that language is made up of a large number of prefabricated pieces. The lexical approach can be described as a method developed from previous linguistic concepts. Techniques underpinning this approach include noticing the nature of language rather than analyzing it, as well as increasing awareness of the fragments and sentences of language (Batstone, 1996). Furthermore, the lexical approach suggests that grammar rules should be watered down, but in no way abandoned, to give the learner the opportunity to discover them by noticing the grammatical patterns of chunks and sentences in the language. Surprisingly, the lexical approach does not have satisfactory integration in the classroom, with claims that the lexical approach cannot be applied in the classroom (Rogers, 2000). The argument of this essay will be how to implement the lexical approach and its importance in illustrating how lexicon-based learning facilitates learners' reception of language and provides them with natural and accurate language. This essay will give a brief overview of the main concept of the lexical approach and then highlight lexical categorization through the lexical approach. Furthermore, this essay will discuss the main problems that the lexical approach faces in order to be implemented...... in the middle of the article ......described by T1, and students do not will also not have the chance to see the structure of the grammatical formula. It is this distinct difference that distinguishes the lexical approach. This piece of language is simply not considered a piece of grammar; it is considered part of speech only. Therefore, this follows Lewis's theory that language should not be viewed as individual words; in fact, it must be presented in pre-made pieces, as this hypothetical lesson demonstrates. Other steps in both lessons may have other similarities. When students are asked to give examples of language, the teacher should pay close attention to each sentence. Error correction, again, plays a crucial role, but importantly, when errors occur, T2 would only correct by pronouncing the correct version and would never refer to the grammatical structure, as T does.1.