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Vocabulary Teaching Techniques: A Review of Common Practices


(9 صفحه - از 22 تا 30)

کلیدواژه ها :

context ،vocabulary teaching ،incidental ،intentional

کلید واژه های ماشینی : Vocabulary، Incidental Vocabulary Acquisition Second Language، Teaching، Incidental Second Language Vocabulary Learning، Second Language Reading Vocabulary Learning، Second Language Vocabulary Acquisition، Language Acquisition Second Language Learning، Second Language Vocabulary Learning، Second Language Acquisition Second Language، Vocabulary Teaching Techniques

Abundantly clear though the need for effective eclectic techniques for enhancing learners’ vocabulary learning strategies may seem, in practice, language instructors, by all accounts, tend to resort to only a few obsolete ones. This review paper aims to provide a brief account of practices in vocabulary teaching and learning by focusing on the research on teaching words in context and out of context as well as incidental and intentional vocabulary learning.

خلاصه ماشینی:

"While the noticing directs the learner toward learning the word, the retrieval, the second process of vocabulary acquisition distinguished by Nation, reinforces the meaning of the word in the learner’s mind. In the field of second or foreign language teaching and learning there are still more studies which have investigated the role of context in learning words, and have examined the effectiveness of contextual learning and focusing on ways readers guess the meanings of unfamiliar words. Of the decontextualized vocabulary memorization strategies, mnemonic and non-mnemonic elaboration techniques involving deep semantic processing of target words have been shown to be more effective than memorization strategies involving only shallow processing, such as oral rote-repetition (Atkinson & Raugh, 1975; Cohen & Aphek, 1981; O’Malley, Chamot, Stewner-Manzares, Kupper, & Russo, 1985; Pressley & Levin, 1978; Pressley, Levin, & McCormick, 1980). The Sentence Writing Method (also known as the Sentence Generate Method) is recommended by reading researchers as a way to increase vocabulary learning, and involves having learners construct a sentence containing the target word to be memorized (Dale, O’Rourke, & Bamman, 1971; Gipe, 1979 as cited in Pressley et al. For instance, Nagy, Herman, and Anderson (1985) investigated the role of incidental learning from context in acquiring new vocabulary when reading passages of 1000 words or more. Elaborating on these studies, Beck and McKeown (1991) have shown that the probability of vocabulary acquisition from silent reading is increased as the reader encounters the target word more often, and as the word meanings are elaborated in the surrounding context."

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