VOCABULARY IN A SECOND LANGUAGE ACQUISITION.

 

The learning of vocabulary is an important aspect in language learning process. When we are learning a second language, many times we want express things we cannot due to a lack of vocabulary.

Vocabulary can be classified as receptive in the way which we understand words when someone uses them, or productive when we use certain words. Besides, we can use vocabulary in different ways, it can be oral or written so, we can listen, speak, write and read words. (August, F. Graves, Mancilla, 2013)

The teacher should transmit to his students the importance to learn vocabulary considering that many times grammar seems to be more relevant than this.  However, there are some aspects we have to consider whilst teaching vocabulary, such as the motivation and interest of children.

 

 

Learning vocabulary is a complex process which requires repetition and putting in practice of words which had been taught or learnt. For that reason, vocabulary words should be useful for the learner in many contexts. Vocabulary can be acquired in an unconscious way, repetition, richness of context and motivation are important aspects to the efficacy of incidental learning of vocabulary.  (H. Hiebert, L. Kamil, 2009)

In order to be aware of their vocabulary learning and to take control of it, students need to know what vocabulary to learn, how to learn it, and how to assess their progress. Although we can learn vocabulary in an unconscious way, as I said before, this vocabulary requires some learning strategies, such as learning the vocabulary of the specific topic or subject, word part analysis, the use of word cards and dictionaries or the most important which they should include, guessing from context. (Griffiths, 2008).

These techniques or strategies require much practice, however their use has to be fluent and comfortable for learners, because of this they need to be useful for learners in such way that it is easier to apply them than not. (Griffiths, 2008).

In this sense, teachers have a principal role, they should teach each of the strategies in small syllabuses or even during their lessons. This will require much time, but this time will be rewarded by the learning of these strategies to put in practice in a natural way and thus they can apply them easily to learn vocabulary in the future. Furthermore, the teacher should guide and review the progress of this kind of learning and give students helpful feedback about their development of the strategies and results. From my point of view, the most important role of the teacher is motivating their learners and to get them interested to learn vocabulary. (Griffiths, 2008).

Finally, I would like to add that due to the importance of vocabulary for success in the four skills, reading, writing, listening and speaking, it is important that vocabulary learning starts in preschool education and continues through the school years to develop it and to have the opportunity to learn a considerable amount of words and consolidate them in our knowledge through their use throughout the time. (August, F. Graves, Mancilla, 2013)

REFERENCES:

 

-          AUGUST, D., F. GRAVES, M. & MANCILLA MARTINEZ, J. (2013).   Teaching Vocabulary to English Language Learners. United States of America: Teachers College Press.

-          GRIFFITHS, C. (2008). Lessons from Good Language Learners. United Kingdom: Cambridge.

-          H. HIEBERT, E. & L. KAMIL, M. (2009). Teaching and Learning Vocabulary: Bringing Research to Practice. New Jersey: Routledge.