Strategies to improve English vocabulary teaching a literature review
No.19_Dec 2020|Số 19 – Tháng 12 năm 2020|p.70-77
TẠP CHÍ KHOA HỌC ĐẠI HỌC TÂN TRÀO
ISSN: 2354 - 1431
STRATEGIES TO IMPROVE ENGLISH VOCABULARY TEACHING
A LITERATURE REVIEW
Nguyen Thi Huong Lan 1,*
1Hanoi Law University
Abstract:
Article info
Having a good command of English vocabulary plays an important role in
second language acquisition because without sufficient vocabulary learners
cannot understand English speakers or express their own ideas in English.
This study conducted a literature review about the necessity to apply some
effective strategies to improve learners‟ English vocabulary instruction. The
results indicated that it is advisable for teachers to use different vocabulary
teaching techniques i.e. explicit, implicit and independent vocabulary
teaching. Based on three approaches, some pedagogical implications for
vocabulary development are put forward as resourceful references for
teachers of English to exploit effective vocabulary teaching opportunities
through different vocabulary teaching strategies.
Recieved:
20/8/2020
Accepted:
10/12/2020
Keywords:
second language
acquisition; vocabulary
instruction; techniques;
pedagogical implication,
vocabulary teaching
strategies
1. Introduction
Vocabulary can be regarded as the core
component of verbal communication. The structure
of a simple sentence including 3 basic factors;
subject, verb, and object comprises two things,
namely keywords or content words, and function
words. Keywords are those which carry the
meaning of the sentence while content words are
grammatical structure. Although they are normally
combined to form a sentence, content words and
function ones are separately used. However,
without keywords, a message cannot be understood
thoroughly but function words may be conjugated
incorrectly or missed from the sentence, its
purposeful communication could be deduced from
the utterance. In fact, individuals who can express
themselves precisely with appropriate language are
likely to make a good impression on the minds of
people who are addressing [1].
meaning, the way individual words do. Vocabulary
addresses single lexical items, words with specific
meaning(s), but it also includes lexical phrases or
chunks [2]. Vocabulary knowledge implies
knowing a word in the spoken form and the spoken
form can be recognized and understood it in and out
of context rather than guessed at. Moreover,
vocabulary knowledge is often defined as the
ability to give a target language paraphrase. This
means that vocabulary knowledge requires the
ability to react to words that students do not need to
think about. The words just come into students‟
minds to be used in an effective and natural way.
When students have knowledge of a word, they do
not take much time thinking about the word. They
just have to use the word naturally and
appropriately [3].
Vocabulary knowledge requires not only word
meanings knowledge, but it requires the usage of
the words in the appropriate context and in a natural
Vocabulary can be defined as the words of a
language, counting single items and phrases or
chunks of several words which covey a particular
N.H.Lan/ No.19_Dec 2020|p.70-77
way and also includes the relationship between new
learn from six to eight new words each day for an
enormous achievement. Individual differences in
vocabulary size also involve large numbers.
words acquired and the ones already acquired.
Hence, governesses should use techniques that
teach the meaning of words in context and help
apprentices associate the new vocabulary learned
and what they already knew and help apprentices
memorize the words and their meanings [2].
Vocabulary teaching is one of the most important
components of any language class. As pointed out
by [4], “Words are the building blocks of language
and having a good supply of them is very important
for students‟ right from the beginning of their
English learning.” In fact, without vocabulary
communication in a second or foreign language is
not possible in a meaningful way. No matter how
well the student learns grammar and how
successfully the sounds of second language are
mastered, without words to express a wide range of
meanings, communication in a second language just
cannot happen in any meaningful way. Therefore,
teaching vocabulary is very important in language
learning since it is seen as a key element to achieve
a high level of proficiency in the target language.
Overall, teaching vocabulary plays a significant
role in language acquisition since vocabulary will
help students develop the language skills such as
speaking, listening, reading and writing.
Vocabulary can make the practice of English
language structures easier; having a stock of words
is useful for describing daily life ideas and feelings
that students express in their native language. In
this review paper, the researcher reviewed some
effective strategies of teaching vocabulary. This
paper intended to increase teachers‟ awareness of
the strategies of teaching vocabulary so that
suitable and effective actions can be adopted in
English language teaching.
b. The complexity of word knowledge: Knowing
a word involves much more than knowing its
dictionary definition, and simply memorizing a
dictionary definition does not guarantee the ability
to use a word in reading or writing [6].
c. Lack of creating genuine communication:
Determining how to create genuine communication
within the classroom setting presents challenges to
teachers. However, in general, teaching vocabulary
is not easy, clearly more than just presenting new
words [6].
d. Students with limited or no knowledge of
English: English used in textbooks and printed
material is different from spoken or conversational
English [7].
d. Students with reading and learning
disabilities: The amount of time spent on reading.
For instance, a student who reads 21 minutes per
day outside of school reads almost 2 million words
per year. A student who reads less than a minute
per day outside of school reads only 8,000 to
21,000 words per year [7].
e. Students who enter school with limited
vocabulary knowledge: At first-grade, high
performing students know about twice as many
words as low-performing students [8].
3. Approaches to teaching vocabulary
Different teachers have their own teaching
styles and what students learn depends on how and
what they are taught according to their
developmental level, their interests, and their
experience, which requires teachers to flexibly
adapt their teaching methodology to different
groups of students. Obviously, no effective
instruction can be used in teaching vocabulary.
Effective instruction is not practically a set of
generic practices but it is a set of context-driven
decision about instruction. In order for teachers to
be successful at language teaching, they should not
use the same set of practices for every lesson.
Instead, they should intensively reflect about their
work, supervise whether students are interested in
learning or not, and then they themselves adjust
their teaching practices accordingly to meet
different kinds of learners‟ expectations.
2. Some challenges in teaching vocabulary
Since a good knowledge of vocabulary has a
great effect on the learners‟ improvement of other
aspects
of languages
such as
reading
comprehension, listening comprehension, speaking
and writing. There are difficulties that lessen the
students‟ word knowledge. The following are the
most fundamental obstacles.
a. The size of the task: The number of words
that students need to learn is exceedingly large. On
average, students add 2,000 – 3,000 words a year to
their reading vocabularies [5]. This means that they
N.H.Lan/ No.19_Dec 2020|p.70-77
a philosophy of education whereby a learner
3.1. Explicit vocabulary teaching
acquires knowledge by his or her own efforts and
develops the ability for enquiry and critical
evaluation. That means the role of teachers in this
approach is not remarkable, which is shifted to
learners‟ responsibility, and learners then are so-
called autonomous ones. In regard to language
learning, learners have the ability to take charge of
their own learning and to be responsible for
decisions concerning the goals, learning processes,
and implementation of one language learning
needs. As for learners‟ vocabulary development,
learners are instructed to use dictionaries to take
information, to look up word meanings, or to
translate the targeted words into students‟ first or
second languages autonomously. Obviously, it is
important for teachers to guide their learners how
effectively to use dictionaries in this aspect. By this
way, dictionaries are seen as “passports to
independence” and using them is one of the learner-
centered language teaching approach [14], [15].
Explicit teaching can be defined as an approach
in which information about a language is given to
learners directly by teachers or textbook. A highly
effective approach to teach vocabulary is done by
explicit vocabulary teaching, which is regarded as
the efficient approach to be employed by teachers
for learners‟ retentation of new words. In order for
learners to develop vocabulary intentionally, they
should be provided with the opportunities to have
access to rich contexts of authentic use of visual
aids rather than isolated vocabulary drills, which is
considered as robust vocabulary learning. The use
of visual aids gets students actively engaged in
using and thinking about word meanings and in
creating relationships among words [9], [10]. For
explicit vocabulary teaching, the role of teachers is
to supply their learners with abundance of authentic
visual aids, which help learners feel more
convinced to develop new vocabulary than their
teachers‟s lectures on vocabulary teaching [10].
4. Effective strategies of teaching vocabulary
3.2. Implicit vocabulary teaching
Before starting an English course, it is necessary
for teachers to consider how to teach vocabulary for
a multi-level learners. Thereotically, there is a
variety of teaching techniques teachers can take
them into consideration. In reality, no best
technique is claimed to be effective for learners as
they have different learning style preferences [16].
Supposing that when teachers applied the same
techniques teaching vocabulary for a group of
learners, they might receive dissimilar feedbacks
from their learners‟ perceptions on their teaching
methodology. Among three methodologies, i.e.
explicit, implicit, and independent teaching
approaches, learners should be trained to become
independent or autonomous ones as the matter of
fact that they do no stay at educational setting
forever [17].
Implicit teaching involves non-conscious
operations. That is, leaners are studying without
awareness of what has been taught. Some authors
express their concerns about implicit vocabulary
teaching. Channel [11] believes that the learning of
vocabulary implicitly is probably considered more
efficient in intermediate and advanced students
through extensive reading and listening. At these
levels, high-achieved students can deduce word
meanings from context only if they know a large
number of word meanings used by speakers or
writers. As a result, teachers are advisable not to
apply implicit vocabulary teaching for low
achievers of English since low-level students have
difficulty deducing word meanings in a text or
while listening to the teacher or to someone else.
Therefore, implicit vocabulary instruction used by
teachers can be effective depending on the level of
the students‟ vocabulary knowledge [12]. In this
aspect, the role of teachers in learners‟ vocabulary
development can be viewed as a facilitator,
supporter and resource person [13]. Teachers are in
charge of leading activities for low-level students to
improve their vocabulary bank.
Teaching vocabulary does not simply convey
the word meanings to learners who are then
expected to turn those words into rote learning. In
reality, if teachers believe that words are active and
worth learning, teachers should use efficien and
different techniques in teaching English vocabulary
to motivate the learners, enrich their vocabulary
and enable them to speak English properly. In order
for teachers to employ effective strategies to teach
vocabulary, they should keep four factors in mind
3.3. Independent vocabulary teaching
It is necessary to define firstly the independent
learning, it is considered as a process, a method and
N.H.Lan/ No.19_Dec 2020|p.70-77
such as whom they are teaching, the nature of word
4.1.2. Types of contextualization
they choose to teach, their instructional purposes in
teaching each of those words, and the techniques
they employ to teach words [18]. Meaning in
context is one of effective ways with respect to
teaching vocabulary. It is essential for learners to
have opportunities to use new words in terms of
review and practice, or drill them via roleplay,
guessing games or right and wrong word choices.
Teaching and drilling new words in context is a
very important technique which is engraved on
Contextual clues are regarded as indicators of
the meanings of words which can appear in the
sentence containing the words or somewhere else in
the text within close proximity. Contextual clues
are denoted as definitions, examples, synonyms,
antonyms, summary, comparison, and contrast [20].
- Definition: Often the writer defines the
meaning of the word right in the sentence or gives
enough explanation for the meaning to be clear.
- Example: Helps the reader get the meaning of
a word by providing examples that illustrate the use
of the word.
learners‟
minds
[19].
For
the
details,
contextualization is discussed in length below.
- Comparison and contrast: Comparison and
contrast usually show the similarities and
differences between persons, ideas and things.
- Summary: A summary clue sums up a situation
or an idea with a word or a phrase.
4.1. Teaching vocabulary in context
Contextualization
-
Contextualization is a technique of teaching
vocabulary through reading texts, in which learners
are provoked to guess meanings of new words from
contexts or clues. As for independent learners, this
is the best way of both developing their vocabulary
in a foreign language and encouraging learners‟
skills of visualization and reading comprehension
[20], [21]. Some research findings [20], [22] claim
that contextual word teaching is more effective than
non-contextual one. As a result, it is very important
for teachers to provide meaningful learning
experiences for learners to enrich their vocabulary
via authentic materials and chances for them to use
new vocabulary so the effective manner to develop
and retain vocabulary is to teach words in context.
In constrast, words presented separately from their
surroundings result in decreasing the likelihood of
comprehension. That is why new vocabulary should
be taught in sentences and meaningful contexts
[21], [23].
- Synonyms: Very often the reader can find in
the same passage a familiar word that relates to a
subject in a manner similar to the way that the
unfamiliar term does.
- Antonyms: Words with opposite meanings may
be found in the same context.
4.2. Collocation
Vocabulary knowledge does not only involve
just knowing the meaning of a word in isolation,
but includes knowing the word that usually co-
occurs with it. These words that co-occur with high
frequency are called collocations. Collocation refers
to the restrictions on how words can be used
together, for example which prepositions are used
with particular verbs, or which verbs and nouns are
used together. For example, in English the verb
perform is used with operation, but not with
discussion.
The popular principles [24] are put forward as
ways to enhance the effectiveness of teaching
vocabulary using contextual clues as follows:
Collocations are classified into two types:
lexical and grammatical collocations [25]. Firstly,
lexical collocations refer to the combinations of
nouns, adjectives, adverbs, and verbs such as verb +
noun (e.g. have a break, have lunch), adjective +
noun (e.g. heavy traffic, best regard), noun + noun
(e.g. language school), verb + adverb (e.g. thanks a
lot), and adverb + adjective (e.g. very happy).
- Highlight textual clues that lead to the
meaning of the target word. This will enhance
students‟ capability to recognize textual clues.
Clues include synonyms, definitions, antonyms,
contrasts, and examples.
- Select texts in which the target words occur a
few times.
Secondly,
grammatical
collocations
are
combinations of content words (nouns, adjectives
or verbs) and a grammatical word such as a
preposition or certain structural patterns, e.g. do on
duty, tired of, look after, and so on. Collocations
- To enhance accuracy of students‟ inferences of
target words, teach them background knowledge of
the text.
N.H.Lan/ No.19_Dec 2020|p.70-77
are widely accepted that they are very important
types. Firstly, homonyms are written in the same
way and sound alike but they have different
meanings, i.e. fly (a kind of insects) and fly (the
action of a plane operating in the sky), lie (not tell
the truth) and lie (put the body in a flat surface, not
stand or sit). Secondly, homonyms are words which
sound alike but are written differently, and often
have different meanings, for instance, ant/aunt,
eye/I, ate/eight, fare/fair, and so on.
part of knowledge and essential to non-native
speakers of English in order to speak or write
fluently [26], [27], [28].
4.3. Teaching vocabulary with semantic field
Semantic field refers to the organization of
related words or expressions into a system which
shows relationship to one another. When teaching
vocabulary, several aspects of lexis are thought to
be in consideration such as synonym, antonym,
homonym, hyponym, and polysemy [29], [30],
[31].
4.3.4. Hyponyms
Hyponym or superordinate is a word with a
particular meaning that is included in the meaning
of a more general word, for example „dog‟ and „cat‟
are hyponyms of „animal‟ [29]. When introducing
new words, teachers point out the differences
between a hyponym and other words in accordance
with the possibility that learners are guided to study
new vocabulary as hyponyms. As such, McCarthy
[32] states that many course book writers directly
or indirectly use this frame work as a technique of
organizing vocabulary items.
4.3.1. Synonyms
Synonym is defined as a word which has the
same, or nearly the same, meaning as another word.
Teachers should remind learners that many
synonymous words have exactly the same meaning
and can be used interchangeably in different
connotations, but some synonyms have to be paid
attention to the contexts they are used.
Consequently, teachers have to emphasize the fact
that “true” synonyms are relatively rare and the
alternation words can be “near” synonyms [29]. In
order for learners to enrich their vocabulary bank,
they are instructed to make crosswords, word
snakes or other puzzles for each other using the
synonyms.
4.3.5. Polysemy
Poleyemy is a word which has two or more
closely related meanings. A polysemous word may
have in different contexts or denotations [21]. For
example, in English, people talk about the “head”
of a pin, the head of a person or the head of an
organization. To solve this problem of polysemy,
learners need to see the appropriate representation
of words and practice the word meanings in context
since context allows students understand the
meaning of words.
4.3.2. Antonyms
Antonym is a word which is opposite in
meaning to another word. One activity helping
learners develop their antonym words is to make a
list of opposite words, this activity can be done in
groupworks or pairworks. Teachers assign different
themes for targeted groups or pairs, then each party
has to write as many opposite words in comparison
with the others as possible. As a result, the groups
or pairs writing down more opposite words than the
others win the contest. This word game requires
learners to brainstorm lexis so that they can recall
or learn new words better [31], [29].
4.4. Using dictionary
Students need to use dictionaries, print or
online, during their schooling and throughout their
lives. In most cases, adults use a dictionary after a
word is read in context and they are unable to
determine the word‟s meaning. Since adults have
more life experience, they are generally able to use
context clues to help them select the correct
meaning in the dictionary. Students, however, often
have difficulty with this. They tend to select the
first definition or the shortest definition. Teachers
must show students how to identify and select the
most appropriate meaning of the word based on
how the word is used in context [30]. Students also
need other skills in order to use the dictionary, such
as knowing how to alphabetize and knowing how to
use the guide words at the top of each page to
4.3.3. Homonyms
Homonyms are words which sound the same or
are spelled the same as another word but have
different meanings. When teaching new
vocabulary, teachers should guide their learners to
have a small word book to write down the
hononyms they frequently use in learning English
[29]. In particular, hononyms are divided into two
N.H.Lan/ No.19_Dec 2020|p.70-77
locate specific words. To help students learn how to
skills, i.e. listening, speaking, reading, and writing,
learners cannot be successful in second language
acquisition without a good command of lexical
English. In terms of teaching vocabulary, teachers
should not only understand the students‟ difficulties
of word study but also use some useful strategies
and methods. This review of literature examined
the strategies of teaching vocabulary with the hope
that the research findings contribute to the
improvement of the strategies of vocabulary
instruction in English language teaching.
select the appropriate meaning in the dictionary,
teachers can use the following steps [19]. Similar to
other strategies in this book, the teacher models this
process approach to solving words, and students
will internalize it with more practice.
- Read the sentence containing the unknown
word.
- Before looking in the dictionary, think aloud
and guess the meaning of the word based on the
clues in and around the word.
- Explain that many words have several
meanings and then read all of the dictionary‟s
definitions for that word.
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the context of the text being read.
- If the meaning is still unknown, provide
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4.5. Vocabulary network
The notion of vocabulary network or so-called
word web, word map, mind map, and word
association explains that beyond sameness,
oppositeness and inclusion of meanings of words,
there is a complex interconnection or network
among group of words. In other word, vocabulary
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taking advantages of the task-based language
learning approach to help learners to get the best
achievement of vocabulary network technique
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scholars‟ idea ensures that vocabulary can be taught
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hiệu quả để nâng cao việc giảng dạy từ vựng tiếng Anh. Kết quả đã chỉ ra rằng
giảng viên nên sử dụng các thủ thuật giảng dạy từ vựng khác nhau như giảng
dạy từ vựng chủ động, tự nhiên, và tự học. Dựa vào 3 phương pháp này, một số
khuyến nghị sư phạm về phát triển từ vựng được đề xuất như là nguồn tham
khảo hữu ích cho giảng viên tiếng Anh khai thác các cơ hội giảng dạy từ vựng
hiệu quả thông qua các chiến lược giảng dạy từ vựng khác nhau.
Ngày nhận bài:
20/8/2020
Ngày duyệt đăng:
10/12/2020
Từ khóa:
học ngôn ngữ thứ hai;
giảng dạy từ vựng; thủ
thuật, khuyến nghị sư
phạm; các chiến lược dạy
từ vựng
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