Abstract
The comparative impact of lexical translation and lexical inferencing on EFL learners’ vocabulary retention
Highlights
In recent years second language vocabulary acquisition has become an increasingly interesting topic of discussion for researchers, teachers, curriculum designers, theorists, and others involved in second language learning, and a number of influential books focusing on vocabulary were published (Bogaards & Laufer, 2004; Coady & Huckin, 1997; Folse, 2004; Nation, 1990, 2001; Schmitt, 2000; Schmitt & McCarthy, 1997)
Lexical approaches in language teaching seek to develop proposals for syllabus design and language teaching founded on a view of language in which lexis plays the central role
The Key English Test (KET) consisted of 56 items including two sections of reading, writing
Summary
In recent years second language vocabulary acquisition has become an increasingly interesting topic of discussion for researchers, teachers, curriculum designers, theorists, and others involved in second language learning, and a number of influential books focusing on vocabulary were published (Bogaards & Laufer, 2004; Coady & Huckin, 1997; Folse, 2004; Nation, 1990, 2001; Schmitt, 2000; Schmitt & McCarthy, 1997). Focusing on vocabulary is so important that Coady and Huckin (1997) considered lexical competence as the centre of communicative competence. Several approaches to language learning including the lexical syllabus (Willis, 1990), lexical phrases and language teaching (Nattinger & DeCarrico, 1992), and the lexical approach (Lewis, 1993) have been proposed that view vocabulary and lexical units as central in language learning and teaching (Richards & Rodgers, 2001, p.132). Lexical approaches in language teaching seek to develop proposals for syllabus design and language teaching founded on a view of language in which lexis plays the central role
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