Abstract
Teaching vocabulary is one of the most important ways of developing students’ vocabulary knowledge. This paper provides a thorough review of vocabulary learning and teaching from a research perspective. A great body of scientific research has supported the fact that vocabulary is one of the most significant components of any language which must be dealt with much care and attention in early stages of second/foreign language learning. As an introduction, we describe the role and importance of vocabulary in second language learning. Then, how different methods and approaches have dealt with teaching vocabulary in the classrooms are discussed. Then, two types of vocabulary, incidental and intentional, are thoroughly described. Finally, we elaborate vocabulary learning strategies and explain in detail four factors affecting vocabulary learning strategies of second/foreign language learners.
Highlights
Vocabulary means knowledge of words as well as explanations of meanings of words
Teachers and learners are expected to learn these aspects of each new word which is technically referred to as International Journal of Language and Linguistics 2016; 4(1): 40-46
It is said that a large section of texts in English can be understood by relatively little vocabulary and this is good news for non-native speakers of English since their vocabulary knowledge cannot exceed 5,000
Summary
Language includes four basic skills: listening, speaking, reading and writing. Apparently, it seems that everyone who intends to master a language, either L1 or L2, must only attempt these four skills. Differ, differs, differed, and differing would all be members of the same lemma because they all have the same stem – all are verbs Despite such difficulties, researchers have attempted to find out how many words native speakers know, so that they can realize the number of words needed for EFL or ESL learners. In conducting research on vocabulary and in providing word lists to teach in EFL /ESL classes, corpus plays a vital role and gives the following set of information: Frequency: which words, phrases or expressions are more frequent than others; Differences in speech or writing: which words are used in spoken context and which words in written ones; Contexts of use: the situations and conditions in which people use special words; Collocations: which words usually accompany one another; and Strategic use of vocabulary: which words or expressions are more suitable for certain classrooms (McCarten, 2007)
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