Volume 29, Issue 3
DOI: 10.24205/03276716.2020.719
Towards the Description of Techniques in Teaching L2 Vocabulary
Abstract
The acquisition of Vocabulary occupies a very prominent place in acquiring the knowledge of foreign language because in L2 context, learners and teachers give much consideration to the meanings of new words. During the process of learning and teaching L2, vocabulary is of vital importance. English is widespread language and it constantly receives new words from the other languages of world due to its universality. So, the handling of huge amount of words becomes problematic for L2 learners. They face difficulties in handling the words as well as their interpretation from the text. No doubt, vocabulary cannot be acquired without interpretation. So, vocabulary and interpretation are interlinked to each other. Pupils having sound vocabulary easily understand the challenging and unacquainted concepts but the learners with poor vocabulary cannot have the ability to understand the concepts (Baumann, Kame’enui, & Ash, 2003). Becker (1977) is of the opinion that low performance of pupils in education is due to the poor vocabulary. Subsequently, for getting proficiency over L2, learners should possess the sound knowledge of huge amount of vocabulary. Therefore, for enhancing the vocabulary, effective strategies should be introduced. They should motivate dynamic learning, raise the interests of the students for learning new words connecting them with the contextual knowledge and provide them background information. The conducted research is an attempt to reveal the value of vocabulary for L2 learners and examine the activities which are useful for this purpose.
Keywords
vocabulary, problematic, interpretation, contextual knowledge