Interest in second language vocabulary (SLV) significantly increased in the late 1980s and a considerable number of books concerning themselves with it have been published since then. On the other hand, despite this changed condition, curricula in schools are still considering teaching vocabulary a marginal subject: It is scarcely an issue itself and quite often only mentioned casually when dealing with subjects that are thought to be more demanding and important. However, vocabulary is indeed both demanding and important. Thus, SLV research must not become a playground of linguists with little or no effect on the ‘real world’, which – from a teacher’s point of view – is the classroom. The findings of research can make teachers aware of important aspects of vocabulary and help them to impart these aspects in school. Therefore, this paper will take into account what SLV research is actually good for in school routine. A glance at the desired aims and possible restrictions of vocabulary teaching will provide the basis for a further examination of both the implicit and explicit approach, as well as the grey area in between.
Table of Contents
1 Introduction
2 Rudiments and Aims of Vocabulary Instruction
2.1 Native Speakers and What They Know
2.2 Knowing a Word
3 Implicit Approach
4 Explicitly Optimised Implicit Approach
5 Explicit Approach
5.1 Word Lists and Dictionaries
5.2 Deep Processing
5.3 Multiword Phrases and Fluency
6 Conclusion: Proposed Application
7 Bibliography
Objectives and Topics
This paper examines effective methods for teaching second language vocabulary, aiming to determine how research findings can be practically implemented in school curricula. It explores the tension between implicit and explicit instruction, arguing for a balanced approach that supports both the acquisition and productive use of vocabulary.
- Comparison of implicit versus explicit vocabulary instruction
- Role of native-like competence and word knowledge
- Strategies for optimizing vocabulary learning (e.g., word lists, glossing, deep processing)
- Challenges in teaching multiword phrases and achieving fluency
- Proposed instruction plan based on frequency-based vocabulary tiers
Excerpt from the Book
2.1 Native Speakers and What They Know
The principal aim of learning a second language is to achieve native-like competence. All too often, however, this is erroneously mixed up with perfection. One easily forgets that native speakers do not know everything. Teachers and students probably gain more when they view the development and current state of native speakers matter-of-factly.
As Eve Clark (quoted in Carter 1998: 184) points out, children at the age of 1.5 years may have around fifty words, and a couple of years later, many have several hundred. But the process does not stop there at the age of 4 or 5. Children as old as 8 or 9 are still working out word meanings, e.g. the meanings of terms like promise, cousin and although.
Adults go on acquiring vocabulary, too. Words like inconcinnous or widdershins send many of them to the dictionary. The development of native speakers can give us a first idea of a teaching program as each step could have its counterpart in the classroom.
Summary of Chapters
1 Introduction: This chapter highlights the historical neglect of vocabulary in linguistic research and emphasizes its crucial importance in classroom settings.
2 Rudiments and Aims of Vocabulary Instruction: The chapter explores the reality of native speaker language development and defines the multifaceted nature of "knowing a word."
3 Implicit Approach: This section details the focus on context-based learning that was prevalent in the 70s and 80s, noting its limitations for beginners.
4 Explicitly Optimised Implicit Approach: This chapter discusses the "grey area" between approaches, focusing on text selection and teaching specific inference skills to improve guessing effectiveness.
5 Explicit Approach: This extensive chapter analyzes direct instructional methods, including the use of dictionaries, deep processing activities, and the necessity of teaching multiword phrases for fluency.
6 Conclusion: Proposed Application: The author synthesizes previous arguments to propose a three-tiered instruction model tailored to the needs of different student levels.
Keywords
Second Language Acquisition, Vocabulary Instruction, Implicit Learning, Explicit Learning, Native-like Competence, Word Knowledge, Deep Processing, Multiword Phrases, Language Fluency, Word Lists, Dictionaries, Text Coverage, Word Families, Lexical Phrases, Pedagogical Strategy
Frequently Asked Questions
What is the fundamental focus of this paper?
The paper examines how second language vocabulary can be effectively taught in a classroom environment, evaluating the strengths and weaknesses of both implicit and explicit instructional strategies.
What are the central themes discussed?
The core themes include the developmental process of native speakers, the complexity of word knowledge, the threshold of vocabulary size needed for effective learning, and methods for transforming receptive knowledge into productive use.
What is the primary research goal?
The goal is to determine how research findings on second language vocabulary can be translated into practical, efficient instruction plans that aid students in building a broad and usable vocabulary over the long term.
Which scientific methods are utilized?
The work utilizes a literature-based review and synthesis of key researchers in the field—such as Nation, Coady, and Schmitt—to analyze instructional strategies and propose an optimized teaching model.
What does the main body cover?
It covers a theoretical comparison of implicit and explicit approaches, specific techniques like glossing and deep processing, and an analysis of how to teach multiword phrases to foster fluency.
Which keywords characterize the work?
Key terms include "Implicit Approach," "Explicit Approach," "Deep Processing," "Native-like Competence," and "Word Families."
What is the "beginner's paradox" mentioned in the text?
It refers to the problem where learners are expected to acquire vocabulary through extensive reading, but they first need to reach a specific vocabulary threshold to make that extensive reading possible and effective.
How does the author propose categorizing vocabulary for instruction?
The author suggests a three-tiered model: high-frequency words (acquired implicitly), words that are important but appear rarely (requiring explicit instruction), and low-frequency words (not needing productive focus).
- Quote paper
- René Faßbender (Author), 2004, Effective Teaching of Second Language Vocabulary, Munich, GRIN Verlag, https://www.grin.com/document/31684
