Research on second language reading has provided a number of insights into reading development and instruction. Building a large vocabulary is essential when learning to read in a second language. Simply put, people with large vocabularies are more proficient readers than those with limited vocabularies (Beglar & Hunt, 1995). Not so simply put, however, is how learners can best build a large vocabulary through reading. A review of the current literature on vocabulary acquisition reveals a spectrum of theoretical positions ranging from highly cognitive approaches that stress the memorization of decontextualized lists, to highly naturalistic approaches that stress implicit, contextualized learning. This paper will review pedagogical points from various theoretical positions, and combine them in a set of suggestions for teachers of English reading courses
tayebi, B. (2004). HOW TO TEACH VOCABULARY: READING TO LEARN, LEARNING TO READ. Literary Text Research, 7(20), 75-99. doi: 10.22054/ltr.2004.6417
MLA
behnoush tayebi. "HOW TO TEACH VOCABULARY: READING TO LEARN, LEARNING TO READ". Literary Text Research, 7, 20, 2004, 75-99. doi: 10.22054/ltr.2004.6417
HARVARD
tayebi, B. (2004). 'HOW TO TEACH VOCABULARY: READING TO LEARN, LEARNING TO READ', Literary Text Research, 7(20), pp. 75-99. doi: 10.22054/ltr.2004.6417
VANCOUVER
tayebi, B. HOW TO TEACH VOCABULARY: READING TO LEARN, LEARNING TO READ. Literary Text Research, 2004; 7(20): 75-99. doi: 10.22054/ltr.2004.6417
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