A Comparative study on Two Approaches to Vocabulary Teaching.pdf

1、Vocabulary is of critical importance to a language and language learners, andvocabulary teaching, an explicit and effective vehicle, can enhance language learners'vocabulary acquisition. In most EFL classes nowadays, voc

2、abulary teaching followsthe traditional translation approach, but due to students' low proficiency in vocabularydevelopment, this approach faces an increasing challengE. Numerous languageworkers have recognized this situ

3、ation and suggested various vocabulary learningmethods, such as word-part method, word-association method, context-clue method,and contextualization method. Among these methods, the last one has an overallappliance and r

4、epresents the new trend in language learning, as CommunicativeLanguage Teaching (CLT), integrated-skill instruction, top-down technique, incidentallanguage learning, and student-centered. This paper aims to compare the t

5、woapproaches in theory and by means of an empirical research. It is hypothesized thatthe contextualization approach is more beneficial to EFL learners' vocabularyacquisition, and the result indicates that contextualizati

6、on approach works better atfacilitating EFL learners' vocabulary acquisition, either for their receptive vocabularyor for their productive vocabulary, both in short-term retention and in long-termretention. The finding s