Conventionally, the teaching of vocabulary in the EFL classroom was mostly incidental and limited to presenting new words as they appeared in reading or sometimes listening texts. This indirect teaching method assumes that vocabulary expansion takes place through the practice of other language skills like reading or listening, but in fact this does not ensure vocabulary expansion. Nowadays it is widely accepted that vocabulary teaching should form a part of the syllabus and that it should be taught well-planned and on a regular basis. Some authors, led by Lewis (1993) even state that vocabulary should be the main focus of language teaching, because ‘language consists of grammaticalised lexis, not lexicalised grammar’. This underlines the importance of vocabulary as being basic to communication.
From my point of view learners will be unable to participate in a conversation, if they do not recognise the meaning of keywords even though they know the morphology and syntax. On the other hand, I think that grammar is equally important in the EFL classroom and therefore vocabulary should not be substituted for grammar teaching. Consequentially, both should be part of teaching English as a foreign language and what is even more important they should be presented as being connected with each other. This can be seen when we have a look at what we need to use words properly in a communicative situation. The three language properties are form, meaning and context that are interrelated. The pupils do not only have to memorize the new word itself, but they also have to keep in mind morphology and syntax, the cultural meaning and they have to know the context in which you can use the word in an appropriate way.
As this is a difficult job for both, pupils and teachers, I would like to go into different teaching methods that should be considered when teaching vocabularies in the EFL classroom. Therefore I am going to look at the mental lexicon that helps us to understand how words are stored in our brains. Consequentially, I would like to dwell on the three major phases in the teaching of vocabulary, before I am going to deal with further helpful hints and examples for us as future teachers as well as for pupils in greater detail. Finally I would like to examine the whole topic again to state my ultimate opinion in my conclusion.
Table of Contents
1 Introduction
2 The Mental Lexicon
3 How to Teach Vocabulary
3.1 Hints and Examples
4 Conclusion
Objectives and Topics
The primary objective of this work is to explore effective pedagogical methods for teaching vocabulary within the English as a Foreign Language (EFL) classroom, moving beyond incidental learning to intentional, well-structured instruction. The research focuses on the intersection of cognitive processes—specifically how words are stored in the mental lexicon—and practical classroom strategies to facilitate meaningful language acquisition.
- Theoretical foundations of the mental lexicon and associative memory structures.
- Methodological phases for vocabulary presentation and reinforcement.
- The importance of teaching word chunks, collocations, and context-dependent usage.
- Strategic integration of dictionaries and learner-centered vocabulary acquisition.
Excerpt from the Book
1 Introduction
Conventionally, the teaching of vocabulary in the EFL classroom was mostly incidental and limited to presenting new words as they appeared in reading or sometimes listening texts. This indirect teaching method assumes that vocabulary expansion takes place through the practice of other language skills like reading or listening, but in fact this does not ensure vocabulary expansion. Nowadays it is widely accepted that vocabulary teaching should form a part of the syllabus and that it should be taught well-planned and on a regular basis. Some authors, led by Lewis (1993) even state that vocabulary should be the main focus of language teaching, because ‘language consists of grammaticalised lexis, not lexicalised grammar’. This underlines the importance of vocabulary as being basic to communication.
From my point of view learners will be unable to participate in a conversation, if they do not recognise the meaning of keywords even though they know the morphology and syntax. On the other hand, I think that grammar is equally important in the EFL classroom and therefore vocabulary should not be substituted for grammar teaching. Consequentially, both should be part of teaching English as a foreign language and what is even more important they should be presented as being connected with each other. This can be seen when we have a look at what we need to use words properly in a communicative situation. The three language properties are form, meaning and context that are interrelated. The pupils do not only have to memorize the new word itself, but they also have to keep in mind morphology and syntax, the cultural meaning and they have to know the context in which you can use the word in an appropriate way.
Summary of Chapters
1 Introduction: Provides an overview of the shift from incidental vocabulary teaching to a more structured, syllabus-based approach, emphasizing the importance of lexical knowledge in communication.
2 The Mental Lexicon: Explains the cognitive architecture of word storage, specifically focusing on how semantic associations and knowledge structures facilitate language production.
3 How to Teach Vocabulary: Outlines the three core phases of vocabulary instruction, from initial definition and visual presentation to structural support and communicative practice.
3.1 Hints and Examples: Offers practical classroom techniques, including the use of dictionaries, teaching word chunks, and strategies for deriving meaning from context.
4 Conclusion: Summarizes the necessity of motivating students through varied, learner-centered methods while stressing that vocabulary acquisition is a personal and ongoing process.
Keywords
EFL Classroom, Vocabulary Teaching, Mental Lexicon, Language Acquisition, Lexical Approach, Communicative Competence, Word Chunks, Semantic Associations, Learner Independence, Monolingual Dictionaries, Morphology, Syntax, Pedagogical Methods, Classroom Strategy, Language Awareness.
Frequently Asked Questions
What is the core focus of this publication?
The work examines the transition from incidental vocabulary teaching to systematic instruction in the English as a Foreign Language (EFL) classroom, highlighting the necessity of planned, regular vocabulary work.
What are the central themes discussed?
The central themes include the cognitive storage of words (mental lexicon), the three phases of vocabulary teaching, the use of word chunks, and the importance of integrating grammar and vocabulary.
What is the primary objective of this study?
The primary objective is to equip future teachers with effective strategies to help students memorize words and understand their usage in various communicative contexts.
Which scientific methods are analyzed?
The text discusses direct and indirect teaching methods, cognitive strategies like mind mapping, and the practical application of dictionaries, collocations, and contextual inference.
What topics are covered in the main section?
The main section details the theory of the mental lexicon, the phases of vocabulary presentation, and practical techniques such as using physical demonstrations, mime, and group work.
Which keywords best characterize this work?
Key terms include EFL Classroom, Mental Lexicon, Lexical Approach, Word Chunks, Communicative Competence, and Learner Independence.
How does the author define the role of the mental lexicon in learning?
The author describes it as a highly organized web of associations where words are stored semantically, and argues that teaching should focus on training these associative links.
Why does the author advocate for teaching words as "chunks"?
Teaching in chunks, such as idioms and collocations, is recommended because it facilitates faster language production and higher fluency compared to learning individual, isolated words.
- Arbeit zitieren
- Danielle Ackermann (Autor:in), 2011, Theory and Practical Implementation of Teaching Vocabulary in the EFL Classroom, München, GRIN Verlag, https://www.grin.com/document/336613
