VOCABULARY TEACHING PRINCIPLES IN EFL TEXTBOOKS

Authors

  • Marlon Machado Oliveira Rio Pontifical Catholic University in Rio Grande do Sul
  • Cláudio Primo Delanoy Pontifical Catholic University in Rio Grande do Sul

Keywords:

Vocabulary teaching; EFL textbooks; English teaching practices.

Abstract

Vocabulary is one of the bones of language structure, once words bring in themselves meaning to convey what we want to say to other people. Teaching vocabulary effectively is necessary, if EFL teachers want their students to success while communicating. The present study focuses on the principles of vocabulary teaching stated by Brown (2007) and Blachowicz (2001) when teaching in an EFL context. The study also aims to analyze under these principles and theories of vocabulary teaching how well two EFL textbooks are aligned with the principles for an effective vocabulary teaching and learning.  

Downloads

Download data is not yet available.

Author Biographies

Marlon Machado Oliveira Rio, Pontifical Catholic University in Rio Grande do Sul

Master's degree student in linguistics at the Pontifical Catholic University in Rio Grande do Sul (PUCRS) and
specialization student in Education and Contemporary studies at Federal Institute (IFSUL). 

Cláudio Primo Delanoy, Pontifical Catholic University in Rio Grande do Sul

PhD student and professor at the Pontifical Catholic University in Rio Grande do Sul (PUCRS) within the
fields of semantics and discourse theories. 

References

BAUMANN, J. K., & Kame’enui, E. J. (Eds.) Vocabulary instruction: Research to practice. New York: The Guilford Press, 2004.
BECK, I. ,McKEOWN, M. Creating robust vocabulary: Frequently asked questions and extended examples. New York: Guilford, 2008.
BLACHOWICZ, C. L., FISHER, P. Teaching vocabulary in all classrooms (2 Ed). Columbus, OH: Merrill/Prentice-Hall, 2001.
BROWN, H. D. Teaching by Principles: an interactive approach to language pedagogy.
Pearson Education, Longman, 2007.
CARLO, M. S., AUGUST, D., SNOW, C. E., DRESSLER, C., LIPPMAN, D. N., LIVELY, T. J., & WHITE, C. E. Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188”“215, 2004.
CHOMSKY, N. Aspects of the theory of syntax.Cambridge, MA: MIT Press, 1969.
CONSTANTINESCU, A., I. Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension. The Internet TESL Journal, XIII (2), 122" 133, 2007.
DEMIR, Y. The Role of In-class Vocabulary Strategies in Vocabulary Retention of Turkish EFL Learners.Elementary Education Online v. 12, p. 1173-1187, 2013.
FOLSE, K. S. Vocabulary Myths: Applying Second Language Research to Classroom Teaching. Ann Arbor, MI: The University of Michigan Press, 2004.
FERGUSON, G. Conditionals and the expression of regret and relief: Towards a fragment for a communicative grammar. Edinburgh Working Papers in Applied Linguistics.No. 2.pp. 62-75, 1991.
GOODWIN, A. P., & AHN, S. A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60(2), 183-208, 2010.
GREENWOOD, S. Making words matter: Vocabulary study in the content areas. The Clearing House, 75, 258-263, 2002.
GUPTA, P. Examining the relationship between word learning, non-word repetition, and immediate serial recall in adults. Quarterly Journal of Experimental Psychology, 56: 1213-1236, 2003.
KELLY, P..Guessing: No substitute for systematic learning of lexis.System, 18, 199-207,
1990.
KETTLE, M. Teaching Grammar: Rethinking the Approach. In H. Gaudert (Ed).The Teaching of Grammar. Malaysia: Sasbadi-Malaysian English Language Teaching Association. pp. 175-190, 2008.
KOCH, I. G. V.; BARROS, K. Tópicos em linguística de texto e análise da conversação. Natal: Editora da UFRN, 1997.
LEWIS, M. Teaching collocation: further developments in the lexical approach. Boston: Thomson, c2000.
McINTOSH, C. Oxford Collocations Dictionary for students of English, Oxford University Press, 2009.
NATION, I. S. P. Teaching and learning vocabulary. New York: Newbury House, 1990.
NATION, I. S. P. Learning Vocabulary in another language. Cambridge, UL: Cambridge University Press, 2001.
NATION, I. S. P. Teaching and Learning Vocabulary. In E. Hinkel (Ed.), Handbook of second language teaching and learning (p. 581-595) Mahwah, NJ: Lawrance Erlbaum Associates, 2005.
PHILIPS, D., FOOTE, C., Strategies for effective vocabulary instruction. Reading Improvement,45(2), 62-68, 2008.
SAUSSURE, F de. Cours de linguistique générale. Paris : Payot, 1974.
SARGENT, J.; ONLEY, R.A case study of vocabulary instruction for high school
students.International Community of Christians in Higher Education Journal, 1(2), 2006. Retrieved from http://www.icctejournal.org/ICCTEJournal/vol1issue2/.
RIO, M.; ROSSA, A. A. Vocabulary and collocations teaching in EFL textbooks.Saarbrücken: LAP Lampert AcademicPublishing Press, Germany, v. 1, 64p, 2015.
STERNBERG, R. J. Most vocabulary is learned in context. In M. G. McKeown& M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89”“105). Hillsdale, NJ: Erlbaum, 1987.

Downloads

Published

2015-10-03

How to Cite

RIO, Marlon Machado Oliveira; DELANOY, Cláudio Primo. VOCABULARY TEACHING PRINCIPLES IN EFL TEXTBOOKS. Revista Desempenho, [S. l.], v. 1, n. 23, 2015. Disponível em: https://periodicos.unb.br/index.php/rd/article/view/9470. Acesso em: 27 nov. 2024.

Issue

Vol. 1 No. 23 (2015)

Section

Artigo

License

Autores que publicam nesta revista concordam com os seguintes termos:

Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.

Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.

Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).

Most read articles by the same author(s)