EFFECTIVE STRATEGIES FOR TEACHING AND LEARNING ACADEMIC VOCABULARY

Orestes J Vega

DOI Number
-
First page
277
Last page
285

Abstract


The purpose of this paper is to present evidence that intensive reading along, is not the only way nor the most effective approach to learn and acquire vocabulary in a second language. Furthermore, the author presents substantial evidence based on research conducted in class by highly recognized authorities in the field of second language learning that different explicit strategies for teaching vocabulary can enhance the vocabulary range on ELL learners. In addition, the author challenges and questions the idea presented by Steven Krashen that, ELL learners can learn most of the vocabulary through reading, a theory that he supports based on the input hypothesis. The author provides insights on some effective strategies and approaches for teaching vocabulary to second language learners.  Based on research data, the author will also present some of the factors that affect vocabulary learning. In addition, the author argues the differences from learning vocabulary through intensive reading versus the explicit teaching of words in an academic environment. The author also provides substantial evidence of the most effective approach to learn vocabulary in an academic environment.


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References


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