Vocabulary Teaching Strategies and Conceptual Representations

Abstract

Nowadays, mastering vocabulary is perhaps the most difficult component of learning a second or foreign language. The sheer magnitude of the task Language is sometimes compared to a construction, with grammar serving as the framework and words serving as the bricks. Words are sometimes referred to as the "building blocks" of language ability since they are both required and valuable. The understanding of words and their meanings is referred to as vocabulary. Vocabulary knowledge is something that can never be entirely grasped; it evolves and deepens through time. Vocabulary is learned inadvertently through indirect exposure to words and purposely through explicit training in specific terms and word-learning procedures, since it is one of the most interesting problems in second language acquisition. We need to use a variety of ways to assist young learners learn language efficiently. First, we must consider why the young learner desires to know the words we teach, since they are far more likely to retain them if they are needed or desired. Second, in order to develop effective communication skills or to improve in communication skills, one must become proficient in productive vocabulary. In reality, they are continually shifting along the continuum of knowledge supplier and learning facilitator. This study tries to summarise the main findings of research on vocabulary learning and acquisition using easy ways for the reader.