Text by: Steve Vassilakopoulos
Most teachers find it frustrating when new vocabulary is presented, learnt and forgotten all in the same lesson. There are different ways to make new vocabulary memorable, however not all are successful and of course all students have their own ‘learning style’ so one size does not fit all.
That being...
Text by: Marina Siskou
A rarely defied teaching practice is the random introduction of the target language vocabulary beyond content.
Being presented with a bulk of target language words to ingest might turn out to be functional, if L2 learners are good at memorization. However words need to belong somewhere in order to mean...
The approach to building basic vocabulary involves identification of the most basic vocabulary, the benefits of extensive reading, the strengths of explicit instruction in vocabulary and the importance of using word notebooks and dictionaries. English-language learners (ELLs) face a learning paradox: on one hand they need vocabulary to be able to read...
Text by: Evangelia Vassilakou
Traditional vocabulary instruction focuses on pre teaching either difficult or low frequency vocabulary. This can cause students to stop reading a text because of unfamiliar words. On the contrary, Semantic Feature Analysis (SFA) departs from a traditional vocabulary approach and effectively develops...
