Education English | About Vocabulary | Full comprehension of a text can not take place without understanding vocabulary and therefore vocabulary knowledge is one of the best predictors of reading comprehension (Laufer, 1997; Nation, 1993; Qian, 2002). Some researchers claim that a vocabulary threshold of 2,000 words is vital in order for learners to get by (e.g. Meara, 1995 as cited in O'dell, 1997) while others suggest a minimum of 3,000 word families (5,000 lexical items) for example comprehension (e.g. Laufer, 1989). If learners are to reach any vocabulary threshold they must be exposed to the right opportunities and methods.
Decarrico ( 2001) stated that vocabulary used in such context is rather simple because grammatical and phonologic aspects are emphasized; and as a result, the lexical aspect is neglected. In other words, learners just know how to use the vocabulary in an exact form, but they do not know how to use it with different shades of meaning in real life communication
Vocabulary is the knowledge of words and word meanings. As (Stahl,S:2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.
(Graves, M: 2000), explained that there are four components of an effective vocabulary program, there are: wide or extensive independent reading to expand word knowledge; instruction in specific words to enhance comprehension of texts containing those words;instruction in independent word-learning strategies; and word consciousness and word-play activities to motivate and enhance learning.
Not surprisingly, vocabulary development is especially important for English-language learners (ELLs). Poor vocabulary is a serious issue for these students (Calderon et al., 2005). ELLs who have deficits in their
vocabulary are less able to comprehend text at grade level than their English-only (EO) peers (August et al., 2005). Findings indicate that research-based strategies used with EO students are also effective with ELLs, although the strategies must be adapted to strengths and needs of ELLs (Calderon et al: 2005).
Newton (2001) had investigated in learning vocabulary refers to CLT approach as a way that can be enable learners to manage their vocabulary meaning and develop their communicative skills at the same time.
Grabe, W and Stoller, F (1997) sum up without grammar very little can be conveyed. It means, how are important of vocabulary in learning English. More and more researchers have realized the importance of vocabulary acquisition in second language teaching. Without words a learner can not communicate or read (McCarthy, M: 1990).
There are several reasons why vocabulary is regarded as an important component in EFL teaching. Firstly, without a rich vocabulary no real meaningful communication can take place (McCarthy, M: 1990). Secondly, vocabulary knowledge is one of the best predictors of reading comprehension (Laufer, 1997; Nation, 1993; Qian, 2002). Finally, research has highlighted vocabulary as an indication of how well a learner can comprehend text as well as communicate (Lewis, 1997; McCarthy, 1990; Widdowson, 1989).
Richards,J,C(2001) define vocabulary is one of the first obvious components of language and one of the first things applied linguist turned their attention too. Decarrico (2001) state that words shouldn’t be learnt separately or by memorization without understanding. Moreover,” learning new word is cumulative process, with words enriched and established as they are met again” (Nation, P; 2000:5).
Schmidt, R (2001) explained that vocabulary is consciousness process probably interacts in all domains of target language. Nunan, D (1999:101) define vocabulary is more than lists of target language words. So, vocabulary consists of more than one word which is can be read and has meanings.
From the explanation above, the researcher conclude that vocabulary is the total number of words in language that is used to communicate to others either in oral or in written form.
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Decarrico ( 2001) stated that vocabulary used in such context is rather simple because grammatical and phonologic aspects are emphasized; and as a result, the lexical aspect is neglected. In other words, learners just know how to use the vocabulary in an exact form, but they do not know how to use it with different shades of meaning in real life communication
Vocabulary is the knowledge of words and word meanings. As (Stahl,S:2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.
(Graves, M: 2000), explained that there are four components of an effective vocabulary program, there are: wide or extensive independent reading to expand word knowledge; instruction in specific words to enhance comprehension of texts containing those words;instruction in independent word-learning strategies; and word consciousness and word-play activities to motivate and enhance learning.
Not surprisingly, vocabulary development is especially important for English-language learners (ELLs). Poor vocabulary is a serious issue for these students (Calderon et al., 2005). ELLs who have deficits in their
vocabulary are less able to comprehend text at grade level than their English-only (EO) peers (August et al., 2005). Findings indicate that research-based strategies used with EO students are also effective with ELLs, although the strategies must be adapted to strengths and needs of ELLs (Calderon et al: 2005).
Newton (2001) had investigated in learning vocabulary refers to CLT approach as a way that can be enable learners to manage their vocabulary meaning and develop their communicative skills at the same time.
Grabe, W and Stoller, F (1997) sum up without grammar very little can be conveyed. It means, how are important of vocabulary in learning English. More and more researchers have realized the importance of vocabulary acquisition in second language teaching. Without words a learner can not communicate or read (McCarthy, M: 1990).
There are several reasons why vocabulary is regarded as an important component in EFL teaching. Firstly, without a rich vocabulary no real meaningful communication can take place (McCarthy, M: 1990). Secondly, vocabulary knowledge is one of the best predictors of reading comprehension (Laufer, 1997; Nation, 1993; Qian, 2002). Finally, research has highlighted vocabulary as an indication of how well a learner can comprehend text as well as communicate (Lewis, 1997; McCarthy, 1990; Widdowson, 1989).
Richards,J,C(2001) define vocabulary is one of the first obvious components of language and one of the first things applied linguist turned their attention too. Decarrico (2001) state that words shouldn’t be learnt separately or by memorization without understanding. Moreover,” learning new word is cumulative process, with words enriched and established as they are met again” (Nation, P; 2000:5).
Schmidt, R (2001) explained that vocabulary is consciousness process probably interacts in all domains of target language. Nunan, D (1999:101) define vocabulary is more than lists of target language words. So, vocabulary consists of more than one word which is can be read and has meanings.
From the explanation above, the researcher conclude that vocabulary is the total number of words in language that is used to communicate to others either in oral or in written form.
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