2. “Vocabulary is a core component of
language proficiency and provides
much of the basis for how well learners
speak, listen, read, and write” (Richards
and Renandya, 2002).
3. The use of authentic texts
(newspapers, magazines, internet
articles, advertisements, etc.)
provides valuable opportunities to
teach new vocabulary.
4. Vocabulary from Context
“The ability to determine the meaning
of vocabulary items from context is
one of the most important aspects of
successful reading”(Silberstein,1994).
5. Activities
– Teachers can bring reading passages
into the classroom and introduce new
vocabulary through use of teacher-
developed vocabulary from context
formats.
• Which words do qualify for inclusion in this
type of exercise?
– The meaning is not available from the
context provided.
– The word is likely to impede
comprehension.
– The word is frequent enough to be
worth teaching.
6. Dictionary Use
“Students often benefit from instruction and
practice using a monolingual English
dictionary”(Silberstein,1994).
• Before asking students to use dictionaries it is
necessary that teachers introduce the elements
of a dictionary entry.
http://www.cconcepts.co.uk/products/wordw.htm
• Ask students to work with words that are used
in an unfamiliar way.
7. Glossing
“It is a technique available when bringing
passages into the classroom that contain
difficult vocabulary that is frankly not worth
teaching”(Silberstein,1994).
Example:
– Short definitions provided in the form of a
footnote or marginal note.
It is not necessary to use this technique
with words that will not impede
comprehension.
8. “Even native speakers do not know the
meaning of every term in their first
language”(Silberstein,1994).
“Knowing what one needs to know is a
hallmark of the efficient
reader”(Silberstein,1994).
