Vocabulary Development In Teaching

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Vocabulary teaching and learning is a continuous challenge for teachers as well as students, because traditionally there has been negligible focus on vocabulary instruction in the EFL/ESL classroom.
Therefore, an increased stress on vocabulary development is vital for the English language learner in the process of language learning. Since vocabulary development is one of the essential components of language learning every student of a foreign language need to reside on vocabulary learning.

Teachers of a foreign language are inevitably involved in teaching vocabulary. Syllabuses and textbooks commonly state their objectives in terms of skills, topics, etc. but teachers are still trying to get their students to be responsive to vocabulary. So
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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.

Students usually comment about some challenges they have on learning vocabulary, they said that their oral skill is affected by not knowing enough vocabulary words to use, and also forgetting them vocabularies very soon is another problem. However, vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing vocabulary.
The teacher is held accountable for making sure students reach course expectations and are ready for the next level. Contextualized teaching materials are necessary to effectively teach vocabulary and assure students have a strong foundation for next
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Students of English at UNAH-VS evidenced in the research (Appendix 2) that 34.3 % have a combination of the four learning styles: tactile, auditory, visual and kinesthetic being only auditory (9%), visual (4.7%), kinesthetic (2.3%), and the combination of auditory, visual and kinesthetic (4.7%). In conclusion these students are mainly auditory, visual and kinesthetic. These major learning styles are to be considered in the design of the material, to teach the selected vocabulary from the syllabus for English 1. Taking into account that classes have 50 students who have different English grounding, it is important to recognize that there are students with different needs. Teacher-designed materials can be open to the heterogeneity characteristic in the classroom. This method incorporates the learners’ first language and culture, their learning needs and their

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