You are here

Home » Content

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

Publication Year:

  • 2010
Author NameUniversity of Author
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.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastrmx_91826_13_pp_74-87.pdf
  • 4
74-87
  • English

REFERENCES

References: 

Chamot, A. U. (2004). Issues in Language Learning Strategy Research and Teaching. Retrieved October 21, 2007, from Electronic Journal of Foreign Language Teaching, Vol. 1, No. 1, pp. 14-26 http://e-flt.nus.edu.sg/
Decarrico, J. S. (2001). Vocabulary Learning and Teaching, in M. Celce-Murcia (Ed.) Teaching English as a Second or Foreign Language (3rd ed.). London: Thomson Learning.
Gu, Y. and R. K. Johnson (1996). Vocabulary Learning Strategies and Language Learning Outcomes. Language Learning 46(4): 643-679.
Lake, N. (1997). Survey review: learner training in EFL coursebooks. ELT Journal 51(2):169-182.
Lawson, J. M. and D. Hogben. (1996). The Vocabulary Learning Strategies of Foreign Language Students. Language Learning, 46: 1, 101-135.
Lewis, M. (1993). The lexical approach: the state of ELT and a way forward. Hove: Language Teaching Publications.
Lotfi, Gh. (2007). Learning Vocabulary in EFL Contexts through Vocabulary Learning Strategies. Novitas-ROYAL, Vol.: 1 (2), 84-91.
Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press
Nielsen, B. (2003). A Review of Research into Vocabulary Learning and Acquisition. Retrieved October 21, 2007, from http://www.kushiro-ct.ac.jp/library/kiyo/kiyo36/Brian.pdf
O'Malley, J. M. and A. U. Chamot (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Richards, J. C., J. Hall and S. Proctor (2005). Interchange, Third Edition, Student’s Book intro and Teacher’s Edition intro, 1, 2, 3. Cambridge: Cambridge University Press.
Sananoui, R. (1995). Adult Learner’s Approaches to learning vocabulary in second languages. The Modern Language Journal, 79 (1), 15 – 28.
Schmitt, N. (1997). Vocabulary learning strategies. In Vocabulary: Description, Acquisition and Pedagogy. N. Schmitt and M. McCarthy. Cambridge: Cambridge University Press.
Willis, D. (1990). The Lexical Syllabus. London: Collins.

Thank you for copying data from http://www.arastirmax.com