Vocabulary Development in Efl Learners Essay

4291 Words Oct 6th, 2012 18 Pages
Annotated Bibliography on Vocabulary Development in EFL Learners
Supatranut Singhanuwananon 5506040111

Vocabulary Development in EFL Learners: Optimizing Lexical Competence
Vocabulary teaching and learning in English language teaching (ELT) had been long considered unimportant until the light started to gleam gradually on the field in the 1980s to the 1990s (Nation, 2011; Henriksen, 1999). It has become widely known that slow vocabulary development blocks learners’ ability to comprehend L2 content through reading and listening (August, Carlo, Dressler, and Snow, 2005). Studies also show that because EFL learners have very much fewer productive vocabulary than receptive vocabulary, they often encounter difficulties in language
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Other studies, thus, examined and proposed a number of effective strategies to facilitate EFL learner’ vocabulary learning. To apply these results from the selected research literature, teachers and learners need to clearly understand along with be aware of both negative and positive factors so that they can eventually optimize their vocabulary teaching techniques and lexical competence.

Akbari, R. (2012). Vocabulary in L2 Teaching: Some Statistical Findings. TESOL Arabia Perspectives, 19(2), 7-11.
Akbari reviews the research literature regarding vocabulary teaching and numbers of words that EFL learners need for reading and listening in different context types. He first reviewed the two reading processes that were believed to be helpful to learners: (1) Top-down approaches and (2) Bottom-up approaches. He commented that in the top-down approaches, learners only related what they knew to the text to acquire comprehension which meant that background knowledge was important. On the contrary, in the bottom-up approaches, learners built text meaning by looking at components of words and phrases. Next, he introduced coverage which meant a number of words that a reader known in a passage. Many research have shown that to comprehend a reading passage, learners must have 95% to 99%

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