Vocabulary learning and instruction in a second or foreign language

Datos Bibliográficos

ID12114351
AutoresHeewon Kang (0000-0002-1519-5678, California State University, Fresno, autor de correspondencia), Anne Golden (0000-0003-0661-8314, University of Oslo)
Año1994
Volumen4
Número1
Páginas57-77
Fecha de publicación1994-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Applied Linguistics (JOURNAL)
Identificadores de la revistaISSN: 0802-6106 • E-ISSN: 1473-4192
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.1473-4192.1994.tb00055.x
OpenAlexW2115427360
IdiomaEN
Citas recibidas2
Referencias citadas17

This article discusses major issues concerning vocabulary learning and instruction. The different “knowings” that constitute knowledge of a word are discussed, with the point made that students should develop a depth as well as a breadth of knowledge of vocabulary. Different ways that vocabulary is taught in the classroom are briefly reviewed. Though direct vocabulary teaching methods play an important role, students are the best judges of which words are useful for them to learn. The main point of the article is that, in order to help intermediate and advanced learners develop a depth and breadth of vocabulary knowledge, it is important to help them develop the skills and abilities to understand and learn vocabulary on their own. As learning through exposure to vocabulary in oral and written contexts is a major source of vocabulary development, helping students develop strategies and knowledge to use internal and external contexts to infer meanings is a major step towards helping them become independent learners

Foreign language · Linguistics · Mathematics education · Point (geometry · Vocabulary · Vocabulary development · Vocabulary Learning · Computer Science · EFL/ESL Teaching and Learning · Lexicography and Language Studies · Psychology · Second Language Acquisition and Learning