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Teaching Vocabulary in The EFL Context

This document discusses teaching vocabulary in the EFL (English as a Foreign Language) context. It addresses how to choose which words to teach, how many words EFL learners need to know, and what activities can foster vocabulary learning given classroom time constraints. Nation's vocabulary component model is presented as a framework for developing effective vocabulary learning programs. Extensive reading and viewing are recommended to supplement classroom learning and help EFL learners develop larger vocabularies outside of class.

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52 views

Teaching Vocabulary in The EFL Context

This document discusses teaching vocabulary in the EFL (English as a Foreign Language) context. It addresses how to choose which words to teach, how many words EFL learners need to know, and what activities can foster vocabulary learning given classroom time constraints. Nation's vocabulary component model is presented as a framework for developing effective vocabulary learning programs. Extensive reading and viewing are recommended to supplement classroom learning and help EFL learners develop larger vocabularies outside of class.

Uploaded by

yoki_irawan09
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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The presentation of

Teaching Vocabulary
in the EFL Context
Trends and Issues in English Language Teaching

L/O/G/O
Introduction
In this section, we will learn about:

1 Introduction
2 Vocabulary Size and Coverage

3 Counting the EFL Vocabulary Size

4 Choosing words to be learned

5 Vocabulary-Learning Program

6 Vocabulary Learning Activities


Teaching vocabulary is…
• Challenging
• Incidental vocabulary => Lack of L2 input
• Need more effective and efficient approach

To answer these questions


• Which words should be taught?
• How should vocabulary be taught?
• How many words do EFL learners need to know?
• What should a vocabulary-learning program include?
• How can vocabulary learning be fostered given limited classroom time?
• Which activities might be useful in indirect vocabulary learning?
L1 and L2 vocabulary learning

Rate of vocabulary growth

L1 context L2 context

Vocabulary learnt Learning


01 01
accidently vocabulary items
are limited

Teachers have the greatest influence (teachers’ role) on the


quality and quantity of L2 vocabulary learnt by EFL learners
Title in here
Vocabulary Size and Coverage

Key Facts and Figures


 L1=> Well Educated NS:
NS vs NSS 20.000 word families
(32.000 Vocabulary item)
 highly educated NNS:
8000-9000 word families

Recent When deciding


Research amount of
vocabulary

a 8000–9000 word-family vocabulary


is needed to deal with most written consider the relationship between
texts, and 6000–7000 word families lexical coverage (percentage of
are required to deal with most spoken known words in a text) and
texts (nation, 2006) reading comprehension.
need to know words: 2000–3000
word families for adequate listening
Comprehension (van Zeeland and
Schmitt, 2013)
How Much Vocabulary Do EFL Learners K

Click to add title

Problem in
Vocabulary Implication
growth

Research Implication

• insufficient input,
• lack of opportunities to need to specifically
focus on the high-
use the language
frequency words,
outside the classroom
that is, those in the
• teaching methods English vocabulary Nurweni and Read first and second
used (CLTvs. GTM) knowledge and learning (1999) paying more
• amount of time rates in the EFL context attention to vocabulary 1000 word families.
dedicated to the fall far short of what is learning; in particular, Webb and Chang
English language and considered to be a norm focusing more directly (2012)
vocabulary in the L1 context. on teaching
high-frequency words.
Choosing Words to be Learned in EL

Frequency
Plays a central role in language acquisition and it is
decisive

Some words are


acquired early on in a child’s life ( milk, bottle,
These learners’ vocabulary knowledge can be
dog ), others may be acquired later in said to fall
life ( internet, university, marriage ); many far short of what is expected of an EFL learner
words, however, may never be acquired, upon entry to university. These rather
used, or ever encountered by even highly disheartening fi ndings suggest that vocabulary
educated L1 users (terms and other very learning in the EFL context may be
low frequency words: dactylion, tachyphagia, lacking a number of important elements, both at
yclept ). the level of course planning and
course delivery. In what follows below, we
discuss what can be done to improve the
effectiveness of the EFL learning programme
on vocabulary development.
Vocabulary-Learning Program

Key Features
Nation’s vocabulary
component model (2001)
Establishing goals
and needs
1 2 Taking into
account
In order to identify the establishing features
goals and to establish and characteristics of environmental
what kind of vocabulary the learners, the factors
teachers should focus teachers and the
on, VLT/PLT situation

The final component of the core of Nation’s


the model center on model is the three
evaluating the principles of content
effectiveness of the and sequencing, format
vocabulary component of and presentation, and
Evaluation of the a language program
monitoring and Following
vocabulary 4 assessment 3 vocabulary-
component of a teaching principles
Language course
Vocabulary Learning Activities: Learning outside

Extensive
Extensive Reading
reading has been argued to be particularly RANGE programme
effective in vocabulary learning. Not only
does extensive reading offer opportunities
Textfor
their choice, their reading
in here
repeated exposure to the same lexical for pleasure, and their comfort zone. Importantly,
item, but it also provides learners with extensive reading promotes
opportunities to encounter words in their learner autonomy, canText in here and can
be motivating,
contexts of use, thus helping them notice, read,
result in substantial vocabulary learning,
analyse, and eventually learn new which is diffi
items cult
to achieve
with explicit
teaching during the short period of
time
that L2 learners spend in the classroom
Vocabulary Learning Activities: Learning outside

Extensive Viewing
ThemeGallery is a Design Digital Content & Contents mall
developed by Guild Design Inc.

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Conclusion

Summing up

• vocabulary learning in many EFL situations may be inefficient.


• careful development of the vocabulary component of a language course – that
takes into account the core principles of vocabulary teaching – might have a
positive and long-lasting effect on the development of vocabulary knowledge
among EFL learners.
• proposed a number of extracurricular, out-of-class activities, such as extensive
reading and extensive viewing, have the potential to contribute to vocabulary
development and enhance EFL learners’ vocabulary knowledge.
Thank You!
www.themegallery.com

L/O/G/O

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