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Despite criticisms set against methods by postmethodologists who believe that teaching methods must be cast aside, new methods can be proposed that better meet learners' needs as a continuation of the chain of former methods introduced in the past. The present study proposes some language teaching techniques after introducing the theoretical underpinnings of a new approach in language teaching, that is, a Contrastive Lexical Approach (CLA) that responds to the major criticisms posed by postmethodologists through employing CLA tenets. It is argued that through equipping learners with first language (L1) equivalents for second language (L2) formulaic utterances learners have a chance to fall back on their L1, but this time they do not equate literal translations of L2 forms with their L1; rather they have the correct equivalents at their disposal to resort to. Formulaic utterances in L2 can be contrasted to their L1 equivalents to put learners at an advantageous position in their mastery of L2 and in enhancing their fluency.