4.2 Interview 9

5. Discussion 11

6. Conclusion 13

References 14

Appendix I 16

1. Introduction

Vocabulary is considered as an essential part in second/foreign language learning process. Learners with a firm vocabulary foundation may experience an accelerated learning curve in later stages of language learning and perform the skills of listening, speaking, reading, and writing successfully. In addition, vocabulary serves as the foundation of real-life communication. The more vocabulary a learner understands, the more skillful expressions he/she can make. Since vocabulary plays such a great important role in second/foreign language learning and daily communication, a great number of vocabulary teaching strategies have sprung up. A number of English teachers pick their favorite strategies, but overlook whether the strategies are suitable for their students or not. Accordingly, the purpose of this study is to examine the state of vocabulary teaching strategies’ using.

2. Theoretical basis

2.1 The definition of Vocabulary teaching strategies

Vocabulary teaching strategies refer to everything teachers do or should do in order to help learners learn the vocabulary of the target language (Hatch & Brown, 2000). These include the following procedures: introducing and presenting the meaning and form of a lexical item, stimulating learners to revise, practice and consolidate, i.e. recycle vocabulary through various tasks, as well as other procedures related to vocabulary teaching, such as giving advice to learners on how to memorize lexical items, monitoring, and evaluating learners’ progress.

2.2 Explicit/intentional approaches and implicit/incidental approaches

Explicit/intentional approaches (Kasahara, 2011; Nation, 2001) suffer the criticism of decontextualization and fail to improve learners' utilization of learned vocabulary. As for implicit/incidental approaches (Laufer, 2005; Laufer & Hulstijn, 2001), it is hard for EFL learners to participate in such vocabulary learning strategies because of the lack of sufficient English resources and supportive English environments. Beginning learners with limited vocabulary and reading ability may not benefit from such vocabulary pedagogy. 

Some previous studies (Hill & Laufer, 2003; Mondria, 2003; Sonbul & Schmitt, 2010) validated that the combination of implicit/incidental learning and Explicit/intentional learning is superior to implicit/incidental vocabulary learning alone.

2.3 Teaching vocabulary in isolation or in context

Teaching vocabulary in context means presenting new L2 target words in an example sentence or sentences; teaching vocabulary in isolation means letting learners engage in paired-associate learning or word-list learning in which L1 equivalents are attached to L2 target words. Nowadays, the latter technique is unpopular because just remembering a large number of words without context can be boring, and therefore it may be a challenge to make it a pleasant activity for learners (Folse, 2004). 

2.4 Word- formation

Dealing with word formation involves the idea of “word family”. According to Bauer and Nation (1993), “a word family consists of a base word and all its derived and inflected forms that can be understood by a learner without having to learn each form separately”. A group of words that a learner considers to be a part of one word family will grow as the learner becomes more proficient and incorporates other words into the group (Nation, 2001). 

Many researchers have emphasized the significance of explicit teaching of word formation processes to ELL students. Birch (2007) suggested that English Language Learners should learn morphemes and rules that govern word formation through direct instruction and extensive reading as well as controlled and guided practice with clear examples and sample sentences. Nation (2001) also stressed intentional teaching of word formation processes in English to ELL students, although he cautioned that it may take a long time. Schmitt and Boyd Zimmerman (2002) gave advice to teachers that they’d better provide obvious instruction in word formation and avoid assumption that learners will find and absorb the derivative forms of a word family automatically from exposure. Educational researchers have also given their contribution to approaches and best practices in teaching word formation.