Justifying academic and personal interest of the topic Vocabulary is an important component of the communicative skills in a new language. The linguistic David Wilkins ( ) summed up the importance of vocabulary learning as follows: “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Most learners acknowledge the importance of vocabulary acquisition. They understand the need of useful vocabulary to express themselves. Nevertheless students show little interest in learning vocabulary. Hence there is the need to create a learning environment leading to actively engage students and keep them motivated.
The teaching and learning English language involves four main skills i.e. listening, speaking, reading, and writing. The goal of learning or teaching English language is to empower the students to utilize English for communication. In the previous decade, there was a shift in the focus of language teaching from linguistic competence to communicative competence; since then it was agreed by second language acquisition researchers and English language teachers that learning a foreign language is not just about learning the syntax i.e. grammar and the vocabulary and a set of idioms and expressions but speaking skill is also important.
Vocabulary knowledge is often considered as an important tool for second language learners because limited vocabulary knowledge in a second language impedes successful communication. A person with a limited vocabulary will never be able to speak, write, read or understand a language effectively. It is believed that having a large and varied vocabulary is the indicator of communicative competence and it is one of the most important aspects of language learning (McCrostie, 2007).Wallace (1982) states that an adequate knowledge of vocabulary alone could be enough for a relative degree of communication to take place. Researchers such as Laufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), and Nation (2001) and others have comprehend
Nation (2001) considers vocabulary learning as a deliberate process which possesses intentional character. He established his description on the properties and qualities of a strategy which fulfills teacher’s aims. There have been several studies conducted in order to help learners improve their vocabulary learning process. In support of the idea that learners need to be assisted as to learn how to acquire vocabulary by themselves, Sokmen (1997, p. 225) argued that it is “not possible for students to learn all the vocabulary they need
Every language has it’s own four basic skills which learners should master if they want to use language properly. It is the same when we learn our native language, first, we learn to listen, then to speak, then to read and at the end to write. We call it the four language skills. When students learn the language they have to improve it with good grammar and rich vocabulary. It is assumed this is not the final purpose.
According to Thorbury (2002:13), language performance, particularly English, will improve significantly if learner learns more words. He states that people can say very little with grammar, but they can say whatever they want with a word. At the very first stages of learning a foreign language, people infer the meaning of a sentence by the means of its vocabulary. Further, vocabulary knowledge determines learners’ ability to understand while listening to different speeches, such as
Vocabulary teaching and learning is a very challenging and demanding process while learning any foreign language. University students try to find out which vocabulary learning method is more beneficial or even the best one. However, not surprisingly, their first approach is to try to memorize every word that they do not know. According to the studies, beginners prefer learning words separately, that is, using a list of words to memorize, whereas advanced students, although there are some exceptions, try to learn words in context (Ellis, 1994, p. 553). Likewise, vocabulary teaching is generally restricted to presenting new items as they appear in any activity without preparing the learners through activation of prior knowledge or helping them
APPROACHES FOR TEACHING VOCABULARY Abstract Foreign language learners generally observe vocabulary learning as their first primacy report they includes momentous difficulty in vocabulary learning is broadly recognized by language teachers and repeatedly pointed out in various learning contexts. Although vocabulary teaching and learning has suffered neglect for a long time, owing to the advances in the linguistic investigation of the lexicon, psycholinguistic study into the mental lexicon, and the popularity of the communicative approach since the 1970s, we have seen a re-think of the role of vocabulary in language pedagogy. Over the past two decades, a substantial range of research concerning vocabulary acquisition has provided us with valuable
Vocabulary knowledge is one of the important factors in respect of communicative competence and it’s not much different from second language learning. As Mediha and Enisa (2014) point out, communication cannot take place without having enough vocabulary. Vocabulary learning was considered as a process conducted by explicit memorization. Now, however, there is believe that not all of vocabulary knowledge is explicit; some can be acquired implicitly. And the issue of vocabulary acquisition has gotten a spotlight not only to learners but also to researchers, so that there are substantial studies about vocabulary acquisition.
LANGUAGE LEARNING STRATEGIES Language learning strategies are mainpoints to make learning easy and simple for learners when they are learning a language. These strategies are important to improve some skills such as learning skills, thinking skills, learning to learn skills and problem solving skills. These skills should be improved with the strategies because, the process of learning a language is long and difficult. If the skills are improved by possible and suitable strategies, the process can be shorter and the learning can be more effective. (Oxford, 1990) These strategies have some features which make the strategies important and necessary for learning (Oxford, 1990) The most important feature of the strategies is that they