International Journal of Trend in Scientific Research and Development (IJTSRD)

Volume 5 Issue 4, May-June 2021 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470

Implementation of Theories into Practice and Strategies

Considering Compatibility in Teaching Vocabulary at the
Secondary School Level
Tushar Sinha
Student, The English and Foreign Languages University, Hyderabad, Telangana, India

ABSTRACT How to cite this paper: Tushar Sinha

Various aspects are known regarding the impact of vocabulary teaching on "Implementation of Theories into Practice
word knowledge, word association, word family, reading comprehension, and Strategies Considering Compatibility
different kinds of reading, cognitive and psychological factors of learners. But in Teaching Vocabulary at the Secondary
the implementation of theoretical knowledge and the impact of applied School Level"
theory-based knowledge on teachers' and the students' cooperation towards Published in
developing a rich repertoire of vocabulary has not been properly investigated. International Journal
The goal of this study is to analyze the diverse vocabulary learning strategies, of Trend in Scientific
effective teaching style, and the implementation of theoretical knowledge at Research and
the secondary school level. This paper will follow up on analytical studies that Development (ijtsrd),
investigate the content and context-embedded learning and the instructions ISSN: 2456-6470, IJTSRD41147
through theories for getting the authentic proof of the students' achievement Volume-5 | Issue-4,
in vocabulary learning. This study will also suggest some guidelines to follow June 2021, pp.46-52, URL:
to facilitate the students effectively. This paper will focus on analyzing various www.ijtsrd.com/papers/ijtsrd41147.pdf
strategies in terms of teaching and learning vocabulary, especially at the
secondary school level. Copyright © 2021 by author(s) and
International Journal of Trend in Scientific
KEYWORDS: Language items (vocabulary) instruction, implementation of Research and Development Journal. This
theories, content and context-embedded learning, Digital mode of instruction, is an Open Access article distributed
Internal mechanism of word-processing, Dictionary training and multifaceted under the terms of
instruction, multiple pragmatic strategies of teaching and learning vocabulary, the Creative
vocabulary developmental hypotheses Commons Attribution
License (CC BY 4.0)
(http://creativecommons.org/licenses/by/4.0)

INTRODUCTION
A rich vocabulary can drive the way to be a successful begins in the case of L2 learning, if the learners don't have
reader. Vocabulary size is an important fact in this regard enough vocabulary knowledge in the target language, will
that guides a learner in time of reading. An enriched surely suffer a lot in comprehending the texts. Vocabulary
repertoire of vocabulary enables the readers to understand knowledge constitutes the figure which can be considered as
the semantic level and helps them to get access to the an integral component for reading and comprehending a
cognitive facts to analyze a single word from multiple angles. language.
Comprehending the multiple associations of words help
At the secondary school level, students face plenty of
students in terms of understanding the contents, reading-
problems understanding new vocabularies. Because they are
comprehension. The vast word knowledge also assists them
not very used to implementing their existing knowledge
in catching up with every input while listening. Such as a
frequently. One vital reason can be a lack of proper
learner with large vocabularies able to outperform with vast
instruction and only being dependent on glossary learning.
phonological awareness. Vocabulary knowledge grows the
Glossary learning is not insignificant but it is an imperfect
cognitive development to a level where the learners can
way of learning vocabulary. It enriches the passive list of
easily isolate and manipulate different words into smaller
vocabulary items but does not instruct its active usage.
units which we refer to as word-mapping. This paper focuses
Learners cannot use the passive list for any productive
more on secondary school learners' ability and performance
purpose. These high school learners face multiple challenges
of vocabulary, which will reveal that students with large
comprehending standard texts where the standard of
vocabularies tend to read more and more expertly than the
frequency words is a little bit more complex than the
students of elementary level.
elementary level. According to the National Assessment of
Most of the children learn their first vocabularies from their Educational Progress (NAEP) of the US (2014), almost 40%
parents. Parents-children conversations, peer-interactions, of the middle-stage students of high school face great
reading-story books are some of the media of developing difficulty understanding the text because they lacked
vocabularies in the beginning period of learning. Researches vocabulary knowledge. To counteract, word association,
have proved that vocabulary knowledge assists in building word-family, multifaceted instruction, usage of
the literacy skill, reading skill, letter-sound knowledge, morphological knowledge, and context clues should be
semantic-cognitive development, morphological and taught. In the following sections, vocabulary development
phonological awareness. When formal reading instruction

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
through reading comprehension along with its theoretical scaffolding, psychological aspects, and inner speech. ZPD
consequences will be discussed. points to the zone that deals with what learners can do or
not. Learners can reach the level of critical thinking stage
Vocabulary instruction at the secondary school:
In this section, we will focus on several findings on teaching with the help of scaffolding. Scaffolding virtually helps
learners in a daily-life conversation as an instant supportive
vocabulary. From the result of several studies based on
tool. This is the process of learning vocabulary, where the
competency of high school students, it is clear and proved
learners act practically. Here, social interaction is a key
that maximum students face multiple complexities regarding
understanding semantic facts and in comprehending texts source in terms of attempt, practice, and scaffolded support.
because of the lacking of proper guidance regarding learning Schema or the psycholinguistic theory:
strategy and also, they have poor knowledge of theories This theory illustrates the cognitive approach which fosters
behind effective vocabulary learning. In elementary school, the learners acquiring new vocabulary items with conceptual
most of these students don’t receive a rich and appropriate realization and various mental processes like encoding,
guideline, so that, they suffer a lot even in reading simple rearranging, and restring information. The psycholinguistic
comprehension passages. theory prefers more on the individuals’ effort on making
According to ‘Research to Practice’ (Baumann and Kame’enui predictions in time of reading texts. Learners’ background
2004), teachers should focus on some vital areas to facilitate knowledge deals with their conceptual abilities to reach a
effective vocabulary instructions in the classroom: comprehensive level.
Skillfully helping the students to use their existing Dual-coding theory:
vocabulary knowledge to learn new words. There are two mental systems or codes, which help in
Concentration on learning independent and specific processing linguistic outputs. The verbal code helps in
words to enhance the ability to comprehend texts. generating language and the nonverbal code expresses in
Focusing on varied strategies to grow the interest level referring to nonlinguistic objects. In other words, gestures
of the learners. can be termed as non-verbal codes. When both codes get
Research always suggests that self-reading and connected, cognition occurs automatically. Vocabulary
extensive reading help learners broadening their practices emphasize the concreteness and imagery of words,
vocabulary boundary. Teachers need to create a such as the use of diverse modalities or the extraction of
supportive atmosphere to inspire them in reading more mental images are rooted in DCT.
and more of their own.
Motivation theory:
These components help students learning academic and Motivation plays a vital role to make learners engage with
specialized vocabulary to build up background knowledge, the texts they read. They can only be able to grow their
develop comprehensibility, providing supports in time of interest when they feel curious about the content and the
reading and writing, develop a conceptual framework, helps subject matter. Teachers should believe in their reading
in the cognitive development of words-learning, helps abilities by providing autonomy in case of choosing reading
understanding words and concepts. materials. Otherwise, teachers should provide interesting
There are lots of theories and techniques which help to boost texts. Giving compliments can help to raise motivation and
up the learners’ active repertoire. According to Saussure's interest. For doing so, teachers may offer external rewards
work, language is made up of signs and each sign has two for the little success of the students. The main intention is to
aspects. 1. The signifier and 2. The signified. The signifier enhance students’ interest. Word-learning games and
refers to the letters that make up the shape and sound of a technology-based activities are some of the vital methods
word, for example, ‘d-o-g’ with its correct pronunciation. The which also help to foster word-learning.
signified indicates the mental concept that we have in our Digital mode of instruction:
minds when we see or hear this word. For example, while we At the secondary school level, numerous experiments have
see this word, immediately we start imagining a four-legged been conducted on computer-mediated instruction in the
animal, often kept as a pet. second language (L2) vocabulary instruction and so many
According to Hairrell, Rupley, and Simmons’ ideas, there are positive effects have come up which influence the students
three key strategies for the developmental factors of to build up vocabulary. Electronic flashcards, digital word
elementary and secondary school learners regarding games, annotations, learning through visual contents are
vocabulary learning. These are given below: proved as the best way of teaching vocabulary. These types
1. Understanding the context to guess the meaning of the of digital mediums help in learning through multiple
unknown words. exposures of words in different contexts and also help
2. Try to understand the meaning. students entering into the vast sources of a digital medium of
3. Practicing drills to internalize language items. learning.
Besides these strategies, ‘academic or non-academic-text “The integration of sound, pictures, animations, and videos
reading, extensive reading, and incidental learning’ broaden plays an important role in vocabulary acquisition (Chun &
vocabulary boundary. Plass, 1996; Chun & Payne, 2004).” When the words are
represented with images, learning fosters more quickly and
The theories of Teaching and learning vocabulary: possesses a shape into the learners’ brain. “The combination
These theories are identified by the ILA (International of a text and its' visual is more effective in teaching
Literacy Association). Some detailed information about each vocabulary than the simple definitions of words alone
theory is provided below: (Akbulut, 2007; Nikolova, 2002; Jones & Plass, 2002).”
Social constructivism or sociocultural theory: Multimedia learning influences students with great interest
Sociocultural theory is familiar with its Vygotskian and it helps comparatively less capable students for
perspectives, ZPD (zone of proximal development), remembering the word structure, phonological structure,

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
and semantic features especially in time of reading and Recycling:
analyzing an L2 text. It promotes learning and helps to Because of irregular practice, memory traces automatically
decode the semantic complexity with automatic L2-L1 fade away slowly. The instructors should create an
translation. environment where the learners can practice the learned
knowledge. This process will help the teacher to justify and
Practical strategic findings:
recycle the learners’ achievement and progress. Monitoring
If we talk about learning a second language, then vocabulary
over the learners’ performance in the classroom should
is the key component to achieve a level of the target
properly be done to check whether a load of practice is
language. Vocabulary can be considered with an example of a
bearable to the learners or not. It is very important to
train. Vocabulary is as many compartments of a train and the
represent new inputs only after measuring the progress of
train itself is considered as a language. Vocabulary is the
the learners.
crucial pre-requirements in written and oral communication
and a vehicle for fluent reading. Wilkins (1972: 11) uncovers Labeling:
the significance of vocabulary learning and uses it in a very The form of written storage also provides inbuilt revision
straightforward statement as "with grammar very little can which helps in labeling objects. Positive encouragement
be conveyed; without vocabulary, nothing can be conveyed." always helps to develop the students’ attitude towards
learning. As they learn new items, they can write them in
There are lots of theories that work behind the various
phonemic script onto labels which they can stick on the
techniques and strategic implementation in the field of
respective objects in their home. Every time he or she will
teaching vocabulary. Students preparing academic study
open his door, wardrobe, and get in touch with the necessary
might do with nearly 600-word families covering various
daily objects, they will see the label giving them the
disciplines while students aiming to pass their first-level
visualization of the language items. The same technique of
examination should understand at least 5000 words, half
labeling can be practiced in the classroom also.
receptive and half productive.
Teaching vocabulary in context:
Teachers may help in choosing interesting and attractive
Harmer( 2007: 229) explains that learners need to see the
texts. They can arrange enormous practice activities in the
words in context to understand how they are used there. The
classroom. Students should practice the given language input
best way for them may be to read texts or listen to audio and
until they become able to recall and use it automatically. As,
to see those language items in action. A major reason for
language is a complex system and vocabulary is the key
using texts in class for intensive reading and listening is to
component of it, proper guided instruction is needed in the
provide them new input.
field of teaching and learning vocabulary.
Techniques that can be implied in teaching vocabulary at the
Word Processing mechanism inside the learners’ brain and
secondary level:
practical techniques of the teachers:
Visual technique: This technique is based upon employing
Memorization techniques and meaningful tasks:
materials such as,
The recently applied methodologies have experienced so
1. Realia: real objects, tickets, advertisements, forms,
many fruitful outcomes and put importance on the need for
brochures, etc.
meaningful activities in the classroom for certain reasons:
for realism, for authenticity, for satisfying the need of 2. Flashcards, posters, maps, puppets, charts, diagrams,
engaging learners in activities. And, these activities will pictograms (Tanner and Green, 1998: 27), (drawing the
assist them to be more self-reliant and also help them to words for representing their meaning), etc.
store information in LTM (long-term memory).
3. Movies, videos, TV programs.
The keyword technique /imagery:
4. Facial expression and body language: We know that
The ability to produce mental images leads to the keyword
communication is realized through three main channels;
technique. Sometimes there are some associated words are
verbal (7%), voice tonality (38%), and body language
found with the keywords which are pronounced and spelled
(55%). These varieties of expressions should be
similarly in the MT (mother tongue). If the images are very
presented by the teachers for the advancement of the
much content-specific, learners can easily recall the
learners.
associated words for them. But, the research could not
consider this idea prominent than other techniques (Gairns 5. Crosswords, puzzles, card games, board games,
and Redman, 1986: 92). scrabble- information-gap crosswords puzzle (Harmer
2007: 233).Mime/demonstration (Ellis and Tomlinson
Rote learning:
1980: 85-86), acting out. Items: a hat, a cap, a cardigan, a
It involves the process of reinforcement or repetition.
pair of shoes, a pair of shorts, a jacket.
Allowing the learners to write down the items more than
once, which facilitates speed learning. Because it is proved 6. Computer-based technology: the internet is the key to
that repetitive actions help to remember permanently. vast sources where we can easily go for seeking the
Repetitive exposure of language items helps in producing meaning of information and the additional details about
mental images for the words. The value of rote learning is a fact. Teachers need to influence learners using digital
connected with storing information into the LTM. This is the sources again and again. The study through the digital
way of going into the deepest of a language item and medium has been described in detail in the earlier
producing a visual effect by practicing it again and again section of this paper.
besides mapping a new semantic network with the
7. Audio soundtracks, plays, radio programs, videos are
translation of the language items, especially, when it is the
interesting sources.
case in FL (foreign language) words learning.

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
8. Verbal technique: Definition of a word is inadequate to known for the high school learners. As we are mainly
flourish and reveal to convey the meaning. Providing thinking of the appropriate instruction to teach vocabulary
contextual information and word association is effectively at the high school level, all the strategies in
necessary to teach a word. teaching should be interesting and informative. At least, they
should acquire a high-frequency word list for quenching
Example (Ellis and Tomlinson, 1980: 85-87) including a
their academic needs.
method:
Multifaceted instruction:
Method:
There are multi-word items, which the students should
Teaching Items: optimistic, pessimistic.
know. There are varieties of compound words or lexical
To introduce the new vocabulary, the teacher needs to walk chunks. Different phrasal words are good examples of multi-
into the classroom and says, “Oh! the world is a terrible word items. Affixes also help words to form new compound
place, everybody is evil and corrupt, and there are words. For example: 'word' is a single word. But, when the
selfishness and misery everywhere. I know you are all going word 'list' comes after the word 'word' then, it (wordlist)
to fail in the exams, and then I will lose my job. He looks out becomes a compound word. It is called affixation.
of the window and says, it's going to rain and I have got to Compounding: noun + noun (door-cleaner), adjective + noun
walk home today, and then go to a boring meeting five (soft-spot), verb + noun (push-table), particle + noun (off-
kilometers away. I feel so miserable that I think I will go day, on-desk).
home now and go to bed." Then he leaves the classroom and
Instructing in both elementary and high school levels are
immediately come back and start saying the opposite things
almost the same but the level of complexity and the
of what he already had said in the classroom. Now, he says
potentiality of learning are different aspects. The high school
that, “the world is a glorious place with its rich natural
students already have an experience of learning words and
beauty, I am happy that you are going to pass the exams….”
they have come up with various skills and strategies along
He continues using the opposite key words of his past
with the experience of different learning activities. So
sayings. Then the teacher writes on the board ‘pessimistic
logically, they are more advanced learners compared to
and optimistic’ and says that, “when I first came into the
elementary school children. They can broaden their
room today, I felt very unhappy and thought everything bad
vocabulary knowledge area utilizing their existing
was going to happen. I felt pessimistic and he points to the
knowledge. It is called generative word knowledge which
words on the board, when I returned, I felt cheerful and
means the existing vocabulary knowledge. It helps to learn
thought good things were going to happen, I was optimistic
new items (words). In-depth knowledge of language items
and he again points out the word optimistic written on the
promotes learning new words along with their diverse
board.” The main theme of this lesson is to provide the
features. Effective word learning and generative word
situation along with the possible emotions and attitudes
knowledge enrich cognitive intelligence which helps learners
towards them and then asking the students to use the words
in distinguishing relevant and irrelevant concepts in the
in multiple contexts to include the words in the permanent
context.
repertoire.
Teaching word relations:
Dictionary training:
Words are signifiers in meaning production. It is very
Dictionary training and approaching words in context are
important to understand the relationship between words
the most useful strategies. The dictionary also provides
and their meaning. The meaning of the words always evolves
spelling and pronunciation. Learning 2000 words are
and changes over time within groups of users. It is useful to
considered crucially important for academic survival. There
draw on sense relationships when teaching new meanings to
are many kinds of language registers. Such as medical,
learners. For example, when we will teach 'eagle' it needs to
technical, academic, and many more. The learners should
be drawn its category for teaching the relevant words like
know about the various kind of linguistic registers to identify
‘high’. It is helpful to explain with referents of its opposite is
the language items easily. We already have an idea about the
low. If the word ‘dangerous’ is taught, then, a synonym like
low-frequency and high-frequency words. Howatt (1984)
‘risk’ also needs to be taught. We need to try making a
says, “The vocabulary control movement was to use
portray of the relationship between words.
systematic criteria to select the most useful words for
language learning which had come with a successful result. There is variety in word relationships. Such as synonyms,
There was a general service list (GSL) of English words that antonyms, hyponyms, homophones, homographs,
followed several criteria on words. These are given below: metaphors. Synonyms are very useful for students to learn
1. Word frequency new vocabulary items as well. Especially while teaching the
2. Structural value (all structural words included) meaning of the word then giving examples with its
3. Universality (words likely to offend locally excluded) synonyms enrich the learners’ vocabulary and also help
4. Subject range (no specialist items) them to understand the relationship between words. For
5. Definition words (for dictionary-making, etc.) example, ‘start and begin’, ‘worried and concerned’.
6. Word-building capacity Style ("colloquial" or slang
Antonyms present the opposite relationship between words.
words excluded).” (p. 254)
When we will teach ‘high’ then the antonym word ‘low’
Michael West is the best-known scholar to harness the idea should also be taught. We can give them sentences like ‘the
of frequency to second language learning. He was the bag was very heavy/light, the taste of the milkshake is
precursor and active persona in introducing the mode of bitter/sweet’ to teach them the opposite connection between
promoting reading skills through vocabulary management. words.
The classic list of the high-frequency words in GSL, Homophones and homographs don't have any semantic
containing 2,000 words families which is very crucial to be relationship. these two terms are used to refer to the

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
relationship between words which are more a matter of than spoken input. The implication is that the learners are
coincidence. Homophones are words like bare-bear, cellar- exposed to rules about both spelling (orthography) and
seller, knew-new, hear-hare, know-no, hear-here, bail-bale. sounds (phonology) from a very early stage.
Instructors should introduce the phonetic transcriptions of
For effective teaching, more important information or
these words to the learners for better understanding.
features related to a language item should be revealed well
In two recent studies (Baumann, Edwards, Boland, Olejnik, & to the learners. The materials going to be followed in
Kame'enui, 2003; Baumann, Edwards, Font, Tereshinski, teaching should be considered according to the current
Kame'enui, & Olejnik, 2002), it is explored that how effective level/ capability of the students.
is teaching to middle-grade students by using root words,
Vocabulary development through reading-text:
prefixes, and suffixes for deriving the word meanings. While
Vocabulary learning and reading academic or non-academic
conducting the researches, they also taught students to
texts are much more inter-related phenomenon. According
scrutinize the text in sentences and paragraphs around
to the identified issues of the national reading panel, it is
unfamiliar words to infer their meaning.
necessary to read and analyze the phonemic details, phonics,
Metaphor is also a very common aspect in all forms of fluency, vocabulary in time of reading. In a normal sense,
language, not just in literature. ‘Buy time, lose time, waste vocabulary is the meaning of the words. But actually, the
time, bring to under control’ are some of the most useable combination of these two words (learning vocabulary) not
metaphors. Metaphors are used for providing the symbolic only stands for just ‘meaning learning’. Vocabulary learning
meaning of words. It always gives a strong visual connection refers to acquiring words beyond learning the dictionary
with meaning and also helps to remember the context. definition. There are two forms of vocabulary learning. One
is receptive and another is productive. Receptive knowledge
Difficulties faced by students:
can be gained through extensive and intensive reading to
Some learners face great difficulties to understand the
reach a level of high productivity.
metaphors. Because metaphors don’t have one to one
relationship between words. The most useful and instant The instrumentalist hypothesis:
application of word relations is the initial presentation of The main goal of vocabulary instruction is to improve
new vocabulary. It would be difficult to explain words students’ comprehensibility. Learners with a limited
without reference to their synonyms, antonyms, co- vocabulary face great difficulties in reading comprehension.
hyponyms, super-ordinates, and so on. Especially in the Vocabulary instruction should be made very effective in the
advanced levels, overtly using sense relationships and their purpose of reading comprehension. This concept of learning
terminology will help in several ways. can be illustrated like: ‘vocabulary learning for reading-
comprehension and, reading-comprehension for vocabulary
Cohesion: Cohesion is an ideal characteristic of any
learning. Decades of research indicate that reading
discourse. It works as a systematic relationship builder
comprehension requires more than knowledge of individual
among different parts of a particular context. For example:
words (Beck & McKeown, 1991; Nagy & Scott, 2000).
Text 1: There is an international stadium in this city. The last Reading comprehension is a wonderful activity in coming to
international sports competition was arranged at this touch with the new words. If a learner reads a paper on an
stadium. (The connection between the sentences is not interesting concept, he or she will learn new words greater
established well). than the others who are not interested in extensive reading
[note: Extensive reading is 'reading texts for enjoyment]. The
Text 2: This is the international stadium of this country,
relationship between vocabulary knowledge and reading
which is one of the most prominent and well-known in South
comprehension is ‘knowing more words makes someone a
Asia, arranged the last international sports competition in
better reader’. It is referred to as a hypothesis. Because,
2018. (The connection of ideas is better than the first text).
several studies have been conducted to prove that, ‘teaching
This is the cohesion of this text.
words can improve the comprehensive skill’.
Coherence: Coherence helps in connecting ideas in our
The knowledge hypothesis:
imagination. It directs the discourse in an organized sequence
It emphasizes the role of readers’ background knowledge in
by providing supporting information.
comprehending texts. According to the knowledge
Psychological perspectives of the learners: hypothesis, there is a causal link from knowledge to
It is useful to teach different metaphors to help further comprehensibility. And, vocabulary knowledge is considered
understandings, such as a dictionary, an encyclopedia, a as the key which contributes to reading comprehension.
thesaurus, or a computer. We should not assume that the
The aptitude hypothesis:
processes are the same in L1 and L2. Let’s see the process of
If any learners have high verbal IQs, this hypothesis suggests
the words in mind.
that it can help them for acquiring large vocabularies.
1. Input: how we record words.
2. Storage: how we retain words. Teachers can improve their students' vocabulary repertoire
3. Retrieval: how we recall words. by giving chance to utilize their knowledge about words
already partially known, even if before introducing new
We are babies with very little knowledge of the world when
words. Learners can also take individual responsibility
we learn our first language. Most people learn their second
which is termed self-learning, by using such strategies as
language when they are older especially, through formal
keeping a vocabulary notebook. Research has shown that
instruction. The input which the L2 learners receive is very
learning thirty words per hour is possible, at least, in the
different than the fact in first language acquisition. Whereas
sense of gaining some initial partial knowledge. So, the
babies only receive spoken input for learning L1 vocabulary,
incremental nature of learning vocabulary is undoubtedly
most L2 learners receive both spoken and written input. In
significant. The implication is ‘except new words, learners
fact, in many parts of the world, they receive more written

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 International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
will be adding to some existing knowledge of the L2 words. [10] Ellis, R., & Tomlinson, B. (1980). Teaching secondary
Attempting to enhance this partial knowledge, vocabulary English: A guide to the teaching of English as a second
learning will depend on what learners already know. The language.
expert Graves (1987) highlights the multiplicity of
[11] Fields, R. (2014). Towards the National Assessment of
vocabulary learning, distinguishing into six types:
Educational Progress (NAEP) as an Indicator of
1. Learning to read known Words. Academic Preparedness for College and Job Training.
Washington, DC: National Assessment Governing
2. Learning new meaning senses for known words.
Board
3. Learning new words representing known concepts.
[12] Graves, M. F. (1987). The roles of instruction in
4. Learning new words representing new concepts. fostering vocabulary development. In M. G. McKeown &
M. E. Curtis (Eds.), the nature of vocabulary acquisition
5. Enriching and explaining the meanings of known words.
(p. 165–184). Lawrence Erlbaum Associates, Inc.
6. Moving words from receptive to productive
[13] Green, C., & Tanner, R. (1998). Tasks for Teacher
vocabularies.
Education: A Reflective Approach.
Conclusion:
[14] Harmer, Jeremy. 2007. How to Teach English. Harlow:
Vocabulary learning is a vital pre-requirement to develop in
Pearson Education Limited.
a language. Especially in secondary school, vocabulary
learning is crucially important. Because afterward, the [15] Howatt, A. (1984). A history of English language
students need to deal with more complex language items at teaching.
the advanced level. The teachers should nurture them well
[16] Hairrell, A., Vaughn, S., Edmonds, M., Swanson, E.,
by giving them diverse strategic knowledge to build up their
Simmons, D., Larsen, R., Rupley, W., & Willson, V.
skills in learning words. The cognitive and psychological
(2009). The effects of a parsimonious comprehension
perspectives and also the barriers of the learners should
and vocabulary intervention on student learning.
have observed to teach effectively. The teachers should
apply these theories practically. Training programs should [17] Hiebert, E. H., & Kamil, M. L. (2005). Teaching and
be arranged to drive away from the lacking and inevitable learning vocabulary: Bringing research to practice.
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vocabulary. They should be trained up properly. Since
[18] Jones, L., & Plass, J. L. (2002). Supporting Listening
vocabulary is the key component of a language, it is very
Comprehension and Vocabulary Acquisition in French
necessary to implement the effective and right way of
with Multimedia Annotations. The Modern Language
teaching theories into practice by following these above-
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