NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1152527
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0192-401X
EISSN: N/A
Explicit Vocabulary Instruction
Young-Davy, Belinda
ORTESOL Journal, v31 p26-32 2014
One of the questions facing language instructors is how direct vocabulary instruction should be. Much recent research into vocabulary acquisition and studies of learning strategies strongly indicates that the explicit vocabulary learning vs. implicit vocabulary learning issue is not a dichotomy, but rather a continuum (Hunt and Belgar, 2005; Lee and Tan, 2012; Nation 2001; Schmitt 2008). It is a continuum on which some vocabulary learners tend toward implicit learning while others tend toward the explicit learning end of the continuum, depending on the learners, situation and vocabulary to be learned. However, it is clear that effective, direct vocabulary teaching plays a critical role in improving vocabulary skills for all learners (Hinkel 2002a, Nation, 2005). Therefore, it is useful to keep in mind two critical aspects of vocabulary instruction. The first is that for vocabulary to be learned both receptively and productively direct attention to meaning and use is necessary. Students especially need both conscious attention and sufficient exposure to effectively acquire and employ targeted vocabulary. It is also important to remember the fact that all students, even at advanced levels, may still need to learn how to learn vocabulary (Lewis, 2000). Learners' abilities to express their ideas in writing have a significant impact on both their academic success and self-confidence (Coxhead, 2006; Hinkel, 2009). Consequently, vocabulary learning must be upfront and center stage in writing instruction. Improved vocabulary use leads to a feeling of success; in contrast, a lack of vocabulary impairs learners at all levels of academic endeavors and undermines even the most diligent learners. The proposed three-step sequence below, targets high-intermediate and advanced learners enrolled in university writing classes specifically designed for nonnative speakers. The three steps in the process are: (1) selection; (2) definition; and (3) exposure and use
Oregon Teachers of English to Speakers of Other Languages. PO Box 15148, Portland, OR 97293. e-mail: journal@ortesol.org; Web site: https://ortesol.wildapricot.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A