Though vocabulary learning being so important in learning a foreign language, the role of vocabulary knowledge has been recognized by theorists and researchers in the field (Coady and Huckin, 1997; Schmitt and Mc Carty, 1997; Zimmerman, 1997: 5-19). This is partly because of the recent availability of computerized databases of words (corpora) and due to the development of the more“word-centered” approaches to language teaching such as the Lexical Approach (Lewis, 1993: 993). That is to say, the focus of language teaching has recently shifted from grammar to the building blocks of the language, words. When foreign language learning is concerned, it is evident that vocabulary is seen as important for all four skills. Lessard-Clouston (1996: 97-119), indicates that “Vocabulary-words, phrases, idioms, etc.
There are so many investigations showing how the internet has been put into practice the foreign language instruction and the impact of computer –assisted instruction on the improvement of reading skill. Ferenz, Levine and, Reves 2000; Cobb, Horst and Nicolae, 2005; Coady, Tozcuand 2004, & Taylor 2009 have investigated vocabulary acquisition. The term vocabulary has a range of meanings. For example, some teachers use the term to signify sight-word vocabularies, referring to students’ immediate recognition of words in print; other teachers refer to words students understand as their meaning
Learners of English have to deal with unfamiliar vocabulary during their language acquisition. Traditionally, vocabulary has not been a particular subject for students to learn, but has been taught within lessons of speaking, lstening, reading, and writing. Vocabulary knowledge involves more than knowing word definitions and knowing how to find the meanings of unknown words and phrases, interpret literal vs. non-literal language and understand shades of word meaning. It also creates better reading comprehension and the ability to engage, produce and talk about texts. Students who know more words and can also use them in the right context have a significant advantage in school and can continue using that skill to their advantage in college and career.
The Aim on Language Learning Strategies This study exposed language learning strategy use of English learners, looked at the relation between second language proficiency and language learning strategy, and estimated any differences in strategy use by gender. So important is the role of strategy use in learning a second language that some theorists have included it in their models of second language learning (e.g. McLaughlin 1987; MacIntyre 1994) (Goh 1997). 2.3. Classification of Learning Strategies Number of literatures defined language learning strategies as strategies that language learners build in order to cause the development of the language system which affect learning process shortly (e.g., Rubin, 1987; Stern, 1975; Wenden, 1987).
It has been suggested that teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with strategies necessary to expand their vocabulary knowledge (Nunan, 2010; Willis, 2012). Thus, this study will focus on one of the many elements, which affects vocabulary development, namely, task-based
This paper has traced the ways of teaching language with help of literature such as drama, poem, story etc., Keywords: Second language, feasible, traced, literature, and learners. Introduction: Recently, a research suggested that teaching language through literature is an inevitable task. Since language and literature are very closely related each other. Indeed, literature is reflecting the society and its circumstances in the past as well as present. No one can deny the fact that literature is exclusively filled with human nature, mindset of the people, and rich in cultural inheritance.
The following three different approaches can be found to be applicable in teaching strategies in language classrooms. Frameworks for teaching strategies The first framework, developed by Chamot and O 'Malley (1994), is useful after students have had practice in using a wide range of strategies in different contexts. Their approach to helping students complete language learning tasks can be described as a four-stage problem-solving process. (1) Planning. Students plan ways to approach a learning
Richard (2002) stated that vocabulary is the core component of language proficiency and provides much of the basic for how well learners speak, listen, read, and write. Vocabulary cannot be separated from the language because it itself is the important component of the language. Furthermore, Neuman & Dwyer (2009) defined vocabulary as “words we must know to communicate effectively, words in speaking (expressive vocabulary) and words in listening (receptive vocabulary). Vocabulary works as the smallest unit of speech in an individual’s communicates or interacting process. According to Diamond & Gutlohn (2006), vocabulary is the knowledge of words and their meanings.
Word power facilitates fluent speaking and effective writing. It substantiates both : learners’ acquisition of knowledge and production of knowledge. It enriches learners' integrated language skills such as listening, speaking, reading and writing. Among the early studies of vocabulary acquisition in the first language (e.g., Boettcher, 1980; Carey, 1982; Craik, 1975), the study by Fang et al (1985) is particularly significant. In the course of their research they developed a methodology for measuring small gains in vocabulary knowledge.