Vocabulary In Learning A Foreign Language

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Vocabulary is an important factor which contributing to develop four skills when learning a foreign language: listening, speaking, reading and writing. There is strong relationship between knowing a word and four skills above by many researchers as Nation (1990) and Laufer (1997). Knowing the word helps learners master a foreign language through mastering all four skills. However, many students often think that knowing a word is just knowing the form and meaning of that word. Several researchers emphasizes that many kinds knowledge of vocabulary are necessary to be mastered in “know” a word. Nation (1990) says “knowing a word means knowing it’s written and speaking forms, it’s meanings, it’s grammatical pattern, it’s collocation, associations,…show more content…
Rivers (1989) emphasizes that “Vocabulary mastery refers to the great skill in processing words of a language. It is an individual achievement and possession”. Therefore, the development of vocabulary knowledge is responsibility of individual learners. In order to be successful in broadening the vocabulary mastery requires the motivation and interest on the words of a language of learners, so vocabulary mastery is student’s great skill in using words of a language based on interests needs and…show more content…
Nation and Coady (1988) claim that there are two types of contexts. The first type is the context within the text, which includes morphological, semantic and syntactic information in a specific text, while the second one is the general context, ornon-textual context, which is the background knowledge the reader has about the subjects being read.
I. Eliciting
This technique is more motivating and memorable by simply giving pupils a list of words to learn. j. Translation
Even though translation does not create a need or motivation of the learners to think about word meaning (Cameron, 2001), in some situations translation could be effective for teachers, such as when dealing with incidental vocabulary (Thornbury, 2002), checking students’ comprehension, and pointing out similarities or differences between first and second language, when these are likely to cause errors (Takač, 2008). There are always some words that need to be translated and this technique can save a lot of time. In recent years, applying many advanced technology, many teachers and scholars suggests some way to teach
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