LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:8 August 2024
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Teaching English Vocabulary: An Overview

Arvind Jadhav

Abstract

The paper presents an overview of teaching English vocabulary in the context of 21st century advancements and challenges, within the field of English language teaching and outside. It takes review of 21st century learning components comprised of learning competencies, learning modalities, ICT, and infrastructure in relevance to English language teaching in general and English vocabulary teaching in particular. It discusses different approaches and techniques of vocabulary teaching. It argues that vocabulary is foundational blocks of language. Mastering vocabulary is indispensable in (second) language learning. Besides methods of vocabulary teaching, learners’ personal trait such as motivation and self-efficacy are also crucial in mastering English vocabulary.

Keywords: English vocabulary, ELT, SLA, ESL, EFL, TESOL, LSRW, ESP, Corpus linguistics, Cognitive approach to vocabulary, Keyword method, Mnemonics, Word Lists, Frequency, CALL, CALT, WELL

1. Introduction

Learning is changing drastically in 21st century with the advent of new technology. Information and Computer Technology along with Internet and Web-based Applications are showing its true potential in the present time. Previous wall-bounded places of education extended their teaching learning processes by breaking the spatiotemporal boundaries. Online education not only reached to different parts of the world, but it also reached to masses enormously. The students are benefiting from the MOOC courses offered on the web-based platforms such as edx (https://www.edx.org/), coursera (https://www.coursera.org/), swayam (https://swayam.gov.in/), nptel (https://nptel.ac.in/) among others. Learners can access the excellent lectures and quality material through the courses offered from these platforms. However, what we observe in the last decade is that these platforms are successful in imparting the short-term courses and most of these being theoretical. We can’t improve the quality of skills and training only by these online courses. Individual learners’ needs cannot be considered in such MOOC courses. Though these changes are welcome prima facie, they cannot completely replace the classic face-to-face classroom-based teaching-learning environment. The simulation-based and/or online training will help students to understand the things better in case of 3-D modelling and other experiments, but it cannot replace equipment-based and/or industrial individual trainings under the supervision of mentors and trainers.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr. Arvind Jadhav, M.A. & UGC-NET (English), M.A. & UGC-NET (Linguistics)
Ph.D. (Linguistics)
Associate Professor of English
Yashwantrao Chavan College of Science
Karad, Maharashtra, India. 415124
arvind.linguistics@gmail.com

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