International Journal of Teaching and EducationVol. III, No. 3 / 2015 THE IMPORTANCE OF VOCABULARY IN LANGUAGE LEARNING AND HOW TO BE TAUGHT MOFAREH ALQAHTANI Abstract: Vocabulary learning is an essential part in foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language learner. Recent research indicate that teaching vocabulary may be problematic because many teachers are not confident about best practice in vocabulary teaching and at times don’t know where to begin to form an instructional emphasis on word learning (Berne & Blachowicz, 2008) In this article, I summarizes important research on the impotence of vocabulary and explaining many techniques used by English teachers when teaching English, as well as my own personal view of these issues. Keywords: Vocabulay Authors: MOFAREH ALQAHTANI, King Khaled Academy, Saudi Arabia, Email: [email protected] Citation: MOFAREH ALQAHTANI (2015). The importance of vocabulary in language learning and how to be taught . International Journal of Teaching and Education, Vol. III(3), pp. 21-34. 21 International Journal of Teaching and Education Vol. 1993.1995).components in learning a foreign language. In production. 55) viewed as a critical tool for second language learners a second language impedes successful communication. Wood. p25Many researchers argue that vocabulary is one of the most important-if not the most important. speaking.Rivers and Nunan (1991).g. Carter and McCarthy (1988). Haynes and Coady (1995). and writing (Nation. researchers have increasingly been turning their attention to vocabulary e. and foreign language curricula must reflect this.Although it has been neglected for a long time. Wilkins (1972) states that: ‘‘There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say … While without grammar very little can be conveyed. Research has shown that second language readers rely heavily on vocabulary knowledge and the lack of that knowledge is the main and the largest obstacle for L2 readers to overcome (Huckin. 3 / 2015 Introduction Vocabulary. Literature Review The importance of learning vocabulary Vocabulary knowledge is often because a limited vocabulary in Underscoring the importance of “lexical knowledge is central to second language” p.e. ‘‘When students travel. III. plays a great role for learners in acquiring a language (Cameron. we will be unable to use the structures and functions we may have learned for comprehensible communication. vocabulary acquisition. language use leads to an increase in vocabulary knowledge. In English as a second language (ESL) and English as a foreign language (EFL) learning vocabulary items plays a vital role in all language skills (i. Nation (1990). conversely. Arnaud and Bejoint (1992). without vocabulary nothing can be conveyed’’ p97). No. they don’t carry grammar books. the achieving students possess the most sufficient vocabulary. Researchers such asLaufer and Nation (1999). Harmon. as one of the knowledge areas in language. listening. as cited in Lewis. Read (2000). reading. Maximo (2000). Coady and Huckin (1997). In classroom. (2009) as well as Linse (2005) statethat learners’ vocabulary development is an important aspect of their language development.2011). argue that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary. Schmitt (2000) emphasizes that communicative competence and to the acquisition of a Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and. Schmitt (1997. Huckin. they carry dictionaries’’ (Krashen. 2001). furthermore. when we have a meaning or concept that we wish to express.Other 22 . &Keser. Gu (2003). Marion (2008) and Nation (2011) and others have realised that the acquisition of vocabulary is essential for successful second language use and plays an important role in the formation of complete spoken and written texts. we need to have a store of words from which we can select to express this meaning or concept. 2000) Read (1997). The importance of vocabulary is demonstrateddaily in and out the school. vocabulary has been acknowledged as L2 learners’ greatest single source of problems (Meara. This remark may possibly reflect that the openendedness of a vocabulary system is perceived to be a cause of difficulty by learners. and regularly report that the lack of vocabulary is a major problem’’. we have made. whether a foreign or one’s mother tongue.” they actually do not understand it at all. or laws waiting to be discovered. 1980). including English (from personal experience). a learning process that focuses on the teacher is no longer suitable. Teaching learning process as focuses on the teacher as a prominent source of knowledge. which is our focus of attention. In other words. As a result. Humans create or construct knowledge as they attempt to bring meaning to their experience. they carry dictionaries with them. students may have problems to understand academic concepts as what they usually get is something abstract. concepts. Knowledge is not a set of facts. Based on this opinion. Second language acquirers know this. Everything that we know. It is because our brain is continuously finding meaning and saving meaningful cases. “First. not grammar books. education in Saudi Arabia is still dominated by the view that knowledge is a set of facts that have to be memorized. Many students can serve a good level of memorization of teaching material but in the end of teaching learning process. vocabulary does not have rulesthe learners may follow to acquire and develop their knowledge.International Journal of Teaching and Education Vol. 1999. Teaching and learning processes have to make it possible for the students tounderstand the meaning of their learning material. English in the Saudi Educational System In the field of education. Furthermore. they still have to deal with it in their examinations as ‘‘vocabulary has traditionally been one of the language components measured in language tests’’ (Schmitt. 3 / 2015 scholars such as Richards (1980) and Krashen (1989). which measure the success of the teaching learning process. It is not something that exists independent of knower. 189). Teachingand learning can be successful when the students can directly feel the advantagesof learning materials by experiencing and learning it. unlike syntax and phonology. many learners see second language acquisition (SLA) as essentially a matter of learning vocabulary and therefore they spend a great deal of time on memorising lists of L2 words and rely on their bilingual dictionary as a basic communicative resource. language teachers and applied linguists now generally recognise the importance of vocabulary learning and are exploring ways of promoting it more effectively. a large vocabulary is of course essential for mastery of a language.Nation (2011) statesKnowledge “is constructed by humans. On the other hand. III. Another possible reason is that.Students as the learning subject are the starting point in teaching andlearning. 23 . as cited in Maximo (2000)state many reasons for devoting attention to vocabulary. Some of this research takes the form of investigation of strategies learners use specifically for vocabulary (VLS). and learning processes haveto involve students in finding meaning. As a result. Oxford (1990)also claims that vocabulary is “by far the most sizeable and unmanageable component in the learning of any language. because of tens of thousands of different meanings” Despite these difficulties that language learners face in L2 vocabulary. it is not clear in L2 vocabulary learning what rules apply or which vocabulary items should be learned first. No. English as a foreign language was added to the curriculum starting from the 4th grade of primary school (age 9). The teachers should be concerned that teaching vocabulary is something newand different from student’s native language. even communicationbetween human beings is based on words. words in speaking (expressive vocabulary) and words in listening (receptive vocabulary)'' (Neuman&Dwyer. and make them interested andhappy in the teaching and learning process in the classroom. I found that although teaching still focuses more on grammar than on vocabulary. p. Hornby (1995)defines vocabulary as ''the total number of 24 . children are eligible to go school consisting of pre-school. although this is not to say that they should neglect grammar completely. I have become more and more aware that some of the most basic principles of vocabulary teaching and learning have been forgotten or ignored. and three years of intermediate (aged 13-15) and high (secondary) school (aged 16-18). Teaching vocabulary is one of the most discussed parts of teaching English as a foreign language. problems wouldappear to the teachers. The teacher should prepare and find out the appropriatetechniques. They also have to take into account thatteaching English for young learners is different from adults. six years of primary school starting at the age of seven. From my personal experience over the many years I have been teaching in Saudi Arabia.International Journal of Teaching and Education Vol. which will be implemented to the students. Teaching words is a crucial aspect in learning a language as languages are based on words (Thornbury. The Definition of Vocabulary Vocabulary can be defined as '' words we must know to communicate effectively. 2009. Teachers need to be able to master thematerial in order to be understood by students. 2008). A good teacher should preparehimself or herself with various and up-to-date techniques. The teachers have toknow the characteristics of his\her learners. students majoring in English rely heavily on their knowledge of vocabulary rather than on their knowledge of grammar in learning English. When the teaching and learning process takes place. In other words. Students receive four 45-minutes lessons of English per week and they have to pass examinations in all subjects. They have problems of how to teach students in order to gainsatisfying results. the better they learn. The Description of Vocabulary 1. Teaching vocabulary Recent research indicates that teaching vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching and at times do not know where to begin to form an instructional emphasis on word learning (Berne &Blachowicz. The more vocabulary students have at their disposal. 385). They moreoverneed to prepare goodtechniques and suitable material in order to gain the target of language teaching. 2004). Both teachers and students agree that acquisition of the vocabulary is a central factor in teaching a language (Walters. It is almost impossible to learn a language without words. regardless of their grammatical knowledge. 2002). 3 / 2015 Going back to English in the Saudi educational system. No. III. to move from one level to another. including English. However. 3 / 2015 words in a language. as the words we teach in the foreign language. 25 .” From the definitions above. Furthermore. A useful convention is to cover all such cases by talking about vocabulary "items"rather than "words. Diamond and Gutlohn (2006) in www. No. It is vocabulary that learners recognize when they see or meet in reading text but do not use it in speaking and writing (Stuart Webb. vocabulary is a list of words with their meanings”. post office. it can be concluded that vocabulary is the total number of words that are needed to communicate ideas and express the speakers' meaning. Productive Vocabulary Productive vocabulary is the words that the learners understand and canpronounce correctly and use constructively in speaking and writing."In addition. Therefore.indicate two kinds of vocabulary. That is the reason why it is important to learn vocabulary. 2009). and mother-in-law. the second one refers to the words which the students will recognize when theymeet them. roughly.Haycraft. namely receptive vocabulary and productive vocabulary.International Journal of Teaching and Education Vol. 2005). a. Receptive Vocabulary Receptive vocabulary is words that learners recognize and understand when they are used in context. but which they will probably not be able to pronounce. III.readingrockets. because the learners can produce the words to express their thoughts to others (Stuart Webb. which are made up of two or three words but express a single idea. class or profession. but which they cannot produce. According to Zimmerman cited in Coady and Huckin (1998)‘vocabulary is central to language and of critical importance to the typical language learning. a new item of vocabulary may be more than just a single word: for example. productive vocabulary can be addressed as an active process. Meanwhile. It involves what is needed for receptive vocabulary plus the ability to speak or write at the appropriate time. While Ur (1998)states: “Vocabulary can be defined.org/article state that vocabulary is the knowledge of words and word meanings. quoted by Hatch and Brown (1995). Burns (1972)defines vocabulary as" the stock of words which is used by a person. b. Kinds of Vocabulary Some experts dividevocabulary into two types: active and passive vocabulary. Harmer (1991) distinguishes between these two types of vocabulary. The first type of vocabulary refers to the one that the students havebeen taught and that they are expected to be able to use. a. Vocabulary mastery is needed to express our ideas and to be able to understand other people's sayings.Then. vocabulary is crucial to be mastered by the learner. possession or display or great skill or technique. The Techniques in Teaching Vocabulary This section reports on research results aimed at investigating the techniques used by a teacher of English in presenting the meaning and form of vocabulary. the teacher usually combined more than one technique. 2006). Commonly. superiority. 2008). the biggest responsibility in increasing the knowledge is in theindividual himself. because our memory for objects and pictures is very reliable and visual techniques can act as cues for remembering words 26 .In presenting one planned vocabulary item. and revised to prevent students from forgetting. we can conclude that vocabulary mastery is an individual’s great skill in using words of a language. III.Techniques employed by teachers depend on some factors. b. the upper hand in a contest or competition. time availability. From that definition. From the definition above. it needs to be learnt. desires. Using Objects Using this technique includes the use of realia. No.According to Webster (1992)mastery refers to (1) a. mastery means complete knowledge or great skill that makes someone a master in a certain subject. Vocabulary mastery refers to the great skill in processing words of alanguage. there are a few things that have to be remembered by most English teachers if they want to present a new vocabulary or lexical items to their students. While Hornby (1995)defines mastery as complete knowledge or complete skill. which is acquired based on their own interests needs and motivation. 1995). vocabulary mastery plays an important role in the four language skills and it has to be considered that vocabulary mastery is one of the needed components of language. such as the content. practiced. furthermore. The specificity of any individual’s vocabulary knowledge depends on the person and his motivation. However. are suggested to employ planned vocabulary presentation as various as possible (Pinter. The success in widening the vocabulary mastery requires their own motivation and interest on the words of a language. 1989) For that reason. Teachers. Ellis.International Journal of Teaching and Education Vol. and demonstration. ascendancy and (2) a. It means that the English teachers want students to remember new vocabulary . the authority of a master: dominion. there are several techniques concerning the teaching of' vocabulary. It is an individual achievement and possession (Rivers. and need for the words (Hatch and Brown. and its value for the learners (Takač. and Girard (1992). instead of employing one single technique. Here are some techniques of teaching vocabulary as stated by Brewster. visual aids. skill or knowledge that makes one master of a subject comment. b. This makes teachers have some reasons in employing certain techniques in presenting vocabulary. They can function to help learners in remembering vocabulary better. 3 / 2015 3. Vocabulary Mastery In order to understand the language. help them learn new words. magazine pictures. Rudska et al.g. The teacher can use learning materials provided by the school. Picturescut out of newspapers and magazines are very useful as well. It is almost impossible to contrast the words whose opposite is the gradable one. Nowadays many readers. verb "contrast" means to show a difference. Apart fromthose drawn by the teacher or students.board drawings.International Journal of Teaching and Education Vol. They are excellent means of making the meaning of unknown words clear. Putting bilingual dictionaries aside. flashcards. d. Gairns&Redman(1986) statethat real objects technique is appropriately employed for beginners or young learners and when presenting concrete vocabulary. They can also make their own visual aids or used pictures from magazines. In addition. like photos that reveal how much weight someone lost by contrasting the "before" and "after" shots Manymore studies have also shown that vocabulary is best acquired if it is similar to whatis already learnt (e. mono-lingual 27 . wall charts. 2008). vocabulary books and coursebooks contain a vast number of attractive pictures that present the meaning of basic words. the word" good" contrasted with the word "bad". 1985). for instance.The latter can be used again and again in different contexts if they are made with cards and covered in plastic. Objects in the classroom or things brought to the classroom can be used. They should be used as often aspossible. Contrast Some words are easily explained to learnersby contrasting it with itsopposite. Pictures for vocabulary teaching come from many sources.Learning about synonyms is important also because this is how dictionaries areorganised. stick figures and photographs. Visual support helps learners understand the meaning and helps to make the word more memorable. They can help young learners easilyunderstand and realize the main points that they have learned in the classroom. it is not surprising that learningsynonyms is a way to expand our vocabulary. When the word "white"iscontrasted with the word "black". Objects can be used to show meanings when the vocabulary consist of concrete nouns. III. and in the process. Using Illustrations and Pictures Pictures connect students’ prior knowledge to a new story. Furthermore. 1982. There are plenty of vocabularies that can be introduced by using illustrations or pictures. But some words are not. there is an "in between" word” grey”. they are sets of colourful pictures intended for schools. No.. The list of pictures includes: posters. Introducing a new word by showing the real object often helps learners to memorize the word through visualization. c. Drawing Objects can either be drawn on the blackboard or drawn on flash cards. b. 3 / 2015 (Takač. III. 1999). body movements.The same is true of ‘vegetable’or“furniture”. and in this process. request silence. may lead to misunderstandings when it is not known by the learners (Hauge. ordered listing of all of the items in that collection. providing that they are unambiguous and easy to understand. synonyms are often used(Ilson. especially when addressing young learners and/or beginners.a skirt. We can say"clothes" and explain this by enumerating or listing various items. It is commonly acknowledged that “teachinggestures”capture attention and make the lesson more dynamic.. evaluation (to show a mistake. 2007). Sime. e. Others have seen learners(especially young ones) spontaneously reproducing the gesture when saying the word. 3 / 2015 dictionariesessentially use words to explain words. 2001. many second language teachers who use gestures as a teachingstrategy declare that they help learners in the process of memorising the second language lexicon. No. They can either mime or symbolise something and they help learners to infer the meaning of a spoken word or expression. to correct. etc. to congratulate. Teaching gestures appear in various shapes: hand gestures. f. 2008). This teaching strategy is thus relevant for comprehension (Tellier. explain new vocabulary." happy". Hauge. 28 .g. adjectives: "sad" . its utility may depend on the kind of gesture used by the teacher. 2001). It can be used to present meaning. Teachers tend to gesture a lot (Sime. etc. It has been highlighted that foreign emblems. pantomime.Many words can be introduced through mime.trousers etc . 1991). facial expressions. The effect ofgestures on memorisation is thus something witnessed by many but hardly explored on a systematic and empirical basis(Tellier. underline specific prosody. However. expressions. Enumeration An enumeration is a collection of items that is a complete. Expressions and Gestures Klippel (1994) implies that "mime or gesture is useful if it emphasizes the importance of gestures and facial expression on communication. In addition to supporting comprehension. Mime. Teacher may list a number of clothes e. Several studies have emphasised the role of gestures in second language (L2) acquisition (Gullberg.Many of them have noticed that learners can retrieve a word easily when the teacher produces the gesture associated with the lexical item during the lesson. to question students.). but also in speaking activity as it stresses mostly on communication.adress. this technique helps when any word is difficult to explain visually. and gestures. In other words. mime and taking a hat off your head toteach hat and so on. Using analyses of video recordings of English lessons to French students. ’for example(Harmer 1991). Indeed.and then the meaning of the word "clothes" will became clear.). 1999. for instance. etc. Tellier (2007) determined three main roles for teaching gestures: management of the class (to start/end an activity. teaching gestures may also be relevant for learners’memorisation process.) and explanation to give indications on syntax. At the essence it can not only be used to indicate the meaning of a word found in reading passage.International Journal of Teaching and Education Vol. 2008). For example. etc. e. televisionor the radio (Nation. there should befour elements available: the reader. similarity of spelling or sound in the mother tongue. These other words can be found in thesentence containing the unknown word or other sentences beyond the sentence of the unknownitem. 3 / 2015 g. Nation and Coady (1988) claim that there are two types ofcontexts. Similarly. and pointing out similarities or differences between first and second language. such as when dealing with incidental vocabulary (Thornbury. this technique encourages learners to take risks and guess the meanings of words they do not know as much as possible. The first type is the context within the text. Furthermore.semantic and syntactic information in a specific text. ornon-textual context. and clues in the text including someknowledge about guessing. Learning from context not only includes learning from extensive reading. In order to activate guessing in a written or spoken text. No. Eliciting This technique is more motivating and memorable by simply giving pupils a list of words to learn. Williams (1985) agrees with Nation and Coady in considering the specific context as ‘‘theother words and sentences that surround that word….International Journal of Teaching and Education Vol. j. unknown words. This will help them build up their self-confidence so that they can work out the meanings of words when they are on their own. 2002). in some situations translation could be effective for teachers. Translation Even though translation does not create a need or motivation of the learners to think about word meaning (Cameron. the text. which is the background knowledge the reader has about the subjects beingread. 2001). There are always some words that need to be translated and thistechnique can save a lot of time. I. III. 4) Scales After the students have learnt two contrasted or related gradable items.. which includes morphological. 1993). 2001). such as illustrations.syntactic. while the second one is the general context. and learning from listening to stories. when these are likely to cause errors (Takač. this can be a useful way of revising and feeding in the new items. and general knowledge(Walters. Guessing from Context Guessing from context as a way of dealing with unfamiliar vocabulary in unedited selectionshas been suggested widely by L1 and L2 reading specialists (Dubin. The absence of one of these elements may affect the learner’s ability toguess. which can be classified and described in terms of generalfeatures. McCarthy (1988) sees context as within the text itself i. the morphological. checking students’ comprehension. it follows that other words in the context ofthe unfamiliar word often ‘throw light on’ its meaning. 2004). and discourse information. 2008). films. There are many clues learners can use to establish meanings for themselves. but alsolearning from taking part in a conversation. 29 . Spelling the Word The primary means of spelling is actually memorizing words (Reed. III.International Journal of Teaching and Education Vol. she says that a context is rich enough to give adequate clues to guess the word's meaning. vegetables. 2002). it is a common procedure to exemplify them e. and acts as a way of checking learners’ understanding (Thornbury.in Read. and (3) using vocabulary cards to rememberforeign language-first language word pairs. (2) using word parts and mnemonic techniques to remember words. This technique also includes personalization. 1993. teachers consider time availability.so it is better that teachers present word meaning and form by combining more than one technique. vocabulary learning strategies that teachers can take into account.g. Vocabulary learning strategies Beside the above techniques. which is using the word by learners in a context or sentence that is related to their life. rose. They can train their students to use these strategies. Schmitt and McCarthy (1997) propose strategies to learn vocabulary as follows: (1) guessing from context. The secondstrategy is mnemonic devices: she proposes 30 . 2008). The firststrategy is guessing meaning from context. 2012). 2002). Drilling Drilling is employed to make learners get accustomed to the word form especially to how it sounds. Related to theabove techniques. and foods. 2000). such as flowers. Drilling is very necessary since learners need to say the word to themselves as they learn it to recall the words from memory (Ellis & Beaton. jasmine. there are also. the teacher encourages the students to find out word’s meaning by elicitation (Takač. It is supported by Murcia (2001) who also proposes three strategies to learn vocabularies. Takač (2008) points out that in choosing which techniques to be used in the classroom. In addition. 3 / 2015 5) Examples of the Type To illustrate the meaning of subordinates. drilling should be clear and natural (Thornbury. the content or teaching material. But the technique cannot be applied in delivering the words that belong to more than one ordinate. Pinter (2006) argues that teachers are suggested to conduct planned presentations of vocabulary as various as possible. Learners’ Active Involvement Employingthis technique. To make learners more familiar with the word. and orchid are all flowers. Elicitation maximizes learners’ speaking opportunities. No. Word spelling needs to be considered since spelling forms of English words is not always inferred by the pronunciation. the learner is reminded of the keyword. Journal of English and Education. she suggests a memory aid in independent learning by setting up vocabulary notebooks. the teacher usually combine more than one technique. Conclusion This piece of work aims to highlight the importance of vocabulary learning as an essential part in foreign language learning. What the researcher sees as better way to teach vocabulary is by learning in rich contexts. An attempt is made to review the trends in the area of teaching vocabulary through various techniques ESL/EFL teachers use when teaching . which defeats the purpose of keeping thenotebook in the first place. and also the value of the techniques for the learners. Lexical knowledge is central to communicative competence and to the acquisition of a second/foreign language and a lack ofvocabulary knowledge is an obstacle to learning.. (2013) Techniques in presenting vocabulary to young EFL learners. students probably have to see a word more than once to place it firmly in their long-term memories. 2006). No.. students' age. but seeing the word in different and multiple contexts. teachers may encourage students to keep a vocabulary notebook because a great deal of vocabularygrowth ultimately depends on the learner. ARECLS. III. they can demonstrate how to set up a vocabulary notebook that is neat and organized in a mannerthat will facilitate multiple retrievals of the words. 130-146. Although it has been neglected for many decades.International Journal of Teaching and Education Vol. Moreover. A. 1(1). during the 80s it became a 'hot' topic for researchers. level of education as well as English proficiency . Annisa. When seeing or hearing the target word. For students who needhelp. in presenting one planned vocabulary item.Before presenting the meaning or form of vocabulary items. 3 / 2015 keyword technique.etc may affect their learning. According to Stahl (2005) in http://www. Vol. instead of employing one single technique. References ALI A. The thirdstrategy is vocabulary notebooks. teachers need to notice the type of the vocabulary.org.readingrockets. the experts suggest lots more techniques that are claimed to be helpful for students to learn vocabulary in an easier way. thenlearners are less likely to practice the words. Finally.In other words. They can further provide their students with vocabulary learning strategies with opportunities to encounter words repeatedly and in more than one context. (I2013) To what extent guessing the meaning from the context. . the students’ level and characteristics. They may have students who aresuccessful vocabulary language learners share their notebook methods. Teachers are suggested to employ planned vocabulary presentations as various as possible (Pinter.10. This does not mean more repetition or drilling of the word. 11-20 31 . If the notebook is not set up well. so teachers need to be aware of these differences when applying their teaching technique’s. ALSAAW. Based on the techniques used for presenting new vocabulary and vocabulary learning strategies.. is helpful in teaching vocabulary. D. Language Learning Journal. A. The Reading Teacher 62 (4). T. J. (Ed). 7. (1988).Electronic Journal. and Coady. context and strategies.). 4. R.( Ilson. N. Gu. (1993). R. 1-26. 2.Annual Review of Applied Linguistics. L. Maximo. & P. M. Cambridge: Cambridge University Press. Semantics. John Read (2004). & McCarthy. 50... Coady. 7. (1986). 7. Z. Gruneberg. C.USA: Cambridge University Press. Harmon. T. Hauge.Language Testing 16. (2001).). R. J. (1992). A vocabulary size test of controlled productive ability. Lewis.(2008)What reading teachers say about vocabulary instruction: Voices from the classroom. Cambridge: Cambridge University Press. Vocabulary and language teaching. M.&Keser. Fine brush and freehand: The vocabulary learning art of two successful Chinese EFL learners. Cross-cultural Capability .J. 1998. D. Y. In Killick. C.Vocabulary. (Eds. pp 146-161. 405-420. C. J.1017/S0267190504000078. M. L. Folse. L. M. Teaching languages to young learners. 3 / 2015 Arnaud. Gairns. and context/ keyword method onretention of vocabulary in EFL classroom. III.). Cambridge: Cambridge University Press. (1993). Vocabulary learning in second language: person. doi:10. (1995). Annual Review of Applied Linguistics. John Read (2004). McCarthy. 40(3). (2003a). K. I. (2003b).International Journal of Teaching and Education Vol. Cameron.. Some vocabulary patterns in conversation. Cameron. 385-412. Y. K. T. Working with words: A guide to teaching and learning vocabulary. TESL-EJ. Hatch. Vocabulary: Applied linguistic perspectives. New York: McGrawHill ESL/ELT. (1991).Individual differences and attitudes to the keyword method of foreign language learning. Ann Arbor: The University of Michigan Press. 2. 60-62.. Some common emblems used by British English teachers in EFL classes. keyword. Carter.In Huckin. E. Elizabeth (1999). Second language vocabulary acquisition. (2005). H. S. Second language reading and vocabulary learning (pp. 24. &Nunan.: Ablex. 58-63. 73-104. Middle School Journal. and Language Education. &Bejoint. TESOL Quarterly. No. pp 146-161. context. R. 37. Haynes. 181-202). Carter and M. (1987). Vocabulary Myths: Applying Second Language Research to ClassroomTeaching. &Huckin.. & Brown. 24.Language Teaching Publications.. and Sykes.(1988). Carter. Teaching languages to young learners. M. (2001). London: Allen and Unwin. J. Effects if rote. Wood. (2004). (1999). 1991). task.(1997). Linse. Dubin. doi:10.314-323. 3351. RESEARCH IN TEACHING VOCABULARY. F.). R. In R. J (Ed. (Eds. Language Learning. (2000). B.The Lexical Approach. Practical english language teaching: Young learners. & Redman. Norwood. &Blachowicz. Gu.. (2009) Promoting vocabulary learning with interactive word wall. pp. Nation. Basingstoke: Macmillan. RESEARCH IN TEACHING VOCABULARY. K.1017/S0267190504000078.Promoting the Discipline:Marking Boundaries and Crossing Borders Proceedings of the conference at Leeds Metropolitan University Dec. Berne..(Harmer 1991).. P. London: Longman.Vocabulary and Applied Linguistic. 32 . Cambridge: Cambridge University Press. Laufer. M. J.Predicting word meanings from contextual clues: Evidence from L1 readers. David & Margaret Parry (Eds. ) (1997). How do teacher’s gestures help young children insecond languageacquisition? Proceedings of the meeting of International Society of Gesture Studies. (1990). P. Cambridge: Cambridge University Press. I. M.Gesture.Teaching and learning vocabulary. (2005). Studies in Second Language Acquisition / Volume 27 / Issue 01 / March. R. Language Teaching and Linguistics Abstracts. Christian.<hal-00375251> Taylor & Francis (2014).Studies in Second Language Acquisition 19. A. N. The use and perception of illustrators in the foreign language classroom. Vocabulary learning strategies and foreign language acquisition. S. pp 79 . United Kingdom: Cambridge University Press. (2006). Vocabulary learning strategies. 13.. I. Mass. Nation. http://gesture. pp 33 – 52 Stuart. ENS Lyon.Canada: Multilingual Matters Ltd. Cambridge: Cambridge University Press. & Singleton. Read.phon. Cambridge: Cambridge University Press.[Online]. (2005) : Receptive and productive vocabulary learning : The Effects of Reading and Writing on Word Knowledge. (2000). Schmitt. Language Testing 16. (Neuman. Daniela (2001). (1980). Reed. 62(5). &Meara. John Benjamins Publishing. J. Language Learning Strategies. P. Prince. New ways in teaching vocabulary. Sime. Paris: L’Harmattan Stuart. (1996) 'Second language vocabulary learning: The role of context versus translations as a function of proficiency'. Acquisition and Pedagogy.lyon2005.Availableat: http://www.uk/home/johnm/ptlc2005/pdf/ptlcp28. No. Oxford: Oxford University Press. Vocabulary in language teaching. NH: RMC Research Corporation. 16. and word-class knowledge. 582-585). The Modern Language Journal. and Sensors Handbook CRC Press. Isabelle Guaïtella. (1990). Teaching young language learners.Alexandria. N. D.95 Language Takač. Measurement Instrumentation. 384-392. & Serge Santi (Eds. Pinter. Tellier. Vocabulary acquisition: A neglected aspect of language learning. In Schmitt. Oxford. 15th-18th.. 3 / 2015 Meara. Interactions etc omportementsmultimodauxdans la communication (pp.(2008). (2001).Learning vocabulary in another language. Mompean. (2012). 17-36. 80(4). N. (2000). Reed. The Reading Teacher. (2009). and M. Marion. What Every Teacher should know. L. 33 ... P. The relation between TOEFL vocabulary items and meaning. VA: TESOL.) Oralitéetgestualité. (Ed. In Cavé. K. NH: RMC Research Corporation. Studies in Second Acquisition / Volume 30 / Issue 01 / March.. & Dwyer. W. Cambridge: Cambridge University Press. (2008). W. S. 189-216 Schmitt. J.: Heinle&Heinle Publishers. N.. (2008) : Receptive and productive vocabulary size of L2 learners. 325 collocation.Missing in action: Vocabulary instruction in pre-k. P. Schmitt.). P. Marion (2007). S. P.ucl. 8 (2). D. A. France. III.Why teach spelling? Portsmouth. (1997). Assessing vocabulary. Read. V. Center on Instruction.enslsh. (Eds. Taking advantage of phonetic symbols in the efl classroom. Boston. pp.Vocabulary: Description. (2000). K. Nation. Center on Instruction Schmitt. association. D. (1994).pdf Teller. Cambridge: Cambridge University Press.219-235.pdf [December.. J. pp. B. J. Assessing vocabulary. 478-493. (eds. June. ISGS 2005:Interacting Bodies.Why teach spelling? Portsmouth. (1999).ac. 2012] Nation.International Journal of Teaching and Education Vol. 221-246. P. Acquisition and Pedagogy.). McCarthy (Eds. The effect of gestures on second language memorisation by young children. fr/IMG/pdf/TellierFINAL. (1997). N.)Vocabulary:Descriptive. N. (2012). Boston: Heinle and 323 Heinle. word Schmitt.Researching vocabulary through a word knowledge framework: association and verbal suffix. and McCarthy. J. Ur. (2002). Webb.C. Walters.D. No. pp.RELC Journal. P. pp. 176-190. pp. 113126. J. (2004) 'Teaching the use of context to infer meaning: A longitudinal survey of L1 and L2 vocabulary research'. 37(2). (1998).Cabridge University Press.M.A. S.England:Pearson Education Limited. 3 / 2015 Thorburry. Walters.S. and Chang. A course in language teaching. 243-252. J. (2012) 'Second Language Vocabulary Growth'. A.RELCJournal. 34 . S. Language Teaching.International Journal of Teaching and Education Vol.How to teach vocabulary. III. 37(4). (2006) 'Methods of teaching inferring meaning from context'.. 43(1).
Copyright © 2024 DOKUMEN.SITE Inc.