TEACHING VOCABULARY THROUGH CONTEXT AND LEXICAL APPROACHES
Abstract
Vocabulary knowledge is central to communicative competence in English as a Second Language (ESL). However, vocabulary acquisition remains one of the most persistent challenges for learners. Traditional methods, which often emphasized rote memorization of isolated word lists, have been criticized for their limited effectiveness in promoting long-term retention and communicative use. Recent pedagogical developments highlight the importance of teaching vocabulary through context and lexical approaches, emphasizing meaningful use, collocations, and word chunks. This article explores the theoretical background of vocabulary instruction, examines contextual and lexical strategies, and considers both their benefits and limitations. It argues that contextualized teaching and lexical awareness significantly enhance learners’ ability to comprehend, retain, and apply vocabulary in authentic communication.
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