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1、TeachingvocabularytoL2learnersbyKendallPeet-1Ihavewrittenthisarticle forEFL/ESLteachersinterestedinimprovingtheirapproachtoteachingvocabulary.BecauseIamprimarilyinterestedinteaching,this articlewillfocusonthepracticalaspectsofteachingvocabulary,withattentionpaidtotheoryonly
2、whereitrelatesdirectlytoteachingpractice.Itismyhopethatthis article willprovideteacherswithanoverviewofsomeofthemostimportantissuestobeconsideredwhenteachingvocabularyandpossiblyanswersome,ifnot many, ofthequestionsteachersmayhave inregardtoteachingvocabulary.Withintheconte
3、xtofthisarticle,anyreferencetovocabularyincludesthebaseformofaword,itsinflectionsandderivatives,andlexicalphrasesor chunks,whichconstituteamajorportionoftheEnglishlanguage(Lewis:1993,97). Ihavechosentoincludelexicalphrasesinthedefinitionbecause,likewords,theycanoftenbetaugh
4、tasasingleunitofmeaning.Whatvocabularytoteach?NeedsAnalysisHowdoyoucurrentlydecidewhatvocabularytoteach?WhenIfirststartedtoteachIrememberwhatapanicIwasintryingtodecidewhattoteach.Myonlyguideforteachingvocabularyatthattimewasmyhighschoolteacherswhousedtohandoutavocabularylis
5、toftwentywordsatthestartofeachweek,tobememorisedandtestedthefollowingweek.IremembersittingatmydeskflickingthroughadictionarywonderinghowonearthIwasgoingtoselecttwentywordsforthatweek,growingincreasinglydespondent.Itwasapuzzletomehowanyonecouldpossiblyselectanyfinitelistofwo
6、rdswithauthorityfromtheseeminglyinfinite.Ineverdidfinallydecideuponalist.WhatIdiddoinstead,whichIamsureistheapproachtakenbymanyteachers,basicallyentailedreadingthroughagiventext,thatwastobeusedinclass,andselectingwordstofocusonthatIthoughtthelearnersmightnotknow.Itwasn’tpar
7、ticularlysystematic,butitwasthebestIcoulddo.Sincemyearlydaysofteaching,Ihavecometolearnmuchmoreabouttheartofteachingvocabulary,believingstronglyintheeffectivenessofastudent-centredapproach,whichplacesmuchoftheonusofdecisionmakinginthehandsofthelearners.Ofcourseitistruethatt
8、heteacheroftenknowswhatisbetterforalearnerthanthelearner,however,Ialsobelievethati
