How Much of VLS Research has “Filtered Down” into the ELT Materials a Comparison of Local and International Materials
Journal Name:
- Khazar Journal of Humanities and Social Sciences
| Author Name | University of Author |
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Abstract (2. Language):
After the long-time dominance of structure over language teaching and learning, there is general agreement that lexical competence is at the heart of communicative competence and learners must systematically build up an efficient knowledge of vocabulary (Decarrico 2001). Evidence from psycholinguistic research and corpus linguistics suggests that prefabricated chunks comprise the foundation of fluency and account for more of the choices speakers make than do novel constructions based on the application of grammatical rules (Ranalli 2003). Admittedly, ELT has resonated to this change. However, the classroom is unlikely to be able to provide all the lexis a learner will need and lexical needs are largely unique to the individual, personally, professionally and academically. Is this an insolvable dilemma in language teaching? A growing body of research has demonstrated the advantages of using vocabulary learning strategies in learning L2 vocabulary, which not only facilitate learning but also make it more self-directed and more transferrable to new situations. Research also indicates the need for training learners in the use of VLS. While it may be unimaginable to expect all teachers to unexceptionally include training learners to use VLS in their activities, it is more feasible to incorporate such training in ELT coursebooks as they are agenda for classroom practices for teachers and learners alike. This study attempts to gauge advances in treating VLS in ELT coursebooks. Thus, a sample of local and international ELT materials were analyzed to study to what extent VLS and training in using them has informed the sampled coursebooks.
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