The Comparison of Computer Assisted Teaching and Traditional Explicit Method in Learning / Teaching English Vocabulary.

Journal of Teaching English Lnaguage Studies

مقاله 5، دوره 6، شماره 1، آذر 2017، صفحه 53-70   

نویسنده

Essa Dodangeh

Abhar

چکیده

This review surveys research on second language vocabulary teaching and learning since
1999. It first considers the distinction between incidental and intentional vocabulary learning.
Although learners certainly acquire word knowledge incidentally while engaged in various
language learning activities, more direct and systematic study of vocabulary is also required.
There is a discussion of how word frequency counts and information on word meaning from
computer corpora can inform the selection of words to be studied, with a particular focus on
spoken vocabulary. This leads to a consideration of learner dictionaries and some research
evidence on how effectively students can use them to understand the meanings of words.
Then classroom research on teaching vocabulary is discussed. Another significant topic is the
design of computer-based language learning programs to enhance opportunities for learners
to expand their vocabulary knowledge. Finally, a summary of recent work on vocabulary
testing is presented. Second language learners are typically conscious of the extent to which
limitations in their vocabulary knowledge hamper their ability to communicate effectively in
the target language, since lexical items carry the basic information load of the meanings they
wish to comprehend and express. This gives vocabulary study a salience for learners that may
be lacking in the acquisition of other features of the language system. However, language
teachers are often unsure about how best to incorporate vocabulary learning into their
teaching. Traditional techniques of presenting new words in class or requiring students to
memorize lists of vocabulary items seem old-fashioned in the context of current task-based
language programs.
The debate in SLA about the need to focus on form in classroom communication activities
(see Doughty & Williams, 1998) has centered almost entirely on the acquisition of grammar,
but there are similar issues involved in finding a place for the systematic study of vocabulary
in the language curriculum.

کلیدواژه‌ها

Vocabulary؛ Context

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