RECYCLING OF VOCABULARY IN ENGLISH LANGUAGE TEACHING: FROM THEORY TO PRACTICE
Keywords:
Recycling Vocabulary, Lexical Approach, Vocabulary Teaching, Vocabulary Learning, Language Teaching, Language Learning.
Abstract
The basic motive behind this study is to elicit most practical solutions for recycling lexical items for better vocabulary learning. The importance of lexical items is highlighted in lexical approach and it is made synonymous to language learning in general. Importance of teaching vocabulary and significance of recycling in learning and retention of vocabulary set the background to elicit best ways/suggestions to practically use it for the benefit of learners. In this qualitative study data is collected from four focus groups which were purposefully created on the basis of the qualification and experience of the participants. Each focus group discussed the research questions and compiled their suggestions and presented a written and agreed document. They gave valuable suggestions for ‘book authors’, ‘teachers’, ‘learners’ and ‘test designers’.
References
Asher, J. 1965. The strategy of total physical response: an application to learning Russian. International Review of Applied Linguistics 3: 291—300.
Asher, J. 1966. The learning strategy of total physical response: a review. Modern Language Journal 50: 79—84.
Asher, J. 1969. The total physical response approach to second language learning.Modern Language Journal.53: 3—17.
Asher, J. 1977. Learning Another Language Through Actions: The Complete Teacher’s Guide Book. Los Gatos, Calif.: Sky Oaks Productions. (2nd. ed. 1982.)
Austin, J.L. 1962. How to Do Things with Words. Oxford: Clarendon Press.
Azim, M. U., Bhatti, A. M., Hussain, Z., & Iqbal, M. (2018). Culturally oriented textbooks and English Language Teachers. Hamdard Islamicus, 41(4), 301-317.
Barcroft, J. & Sommers, M.S. (2005). Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition, 27, 387– 414.
Bowles, M.A. (2004). L2 glossing: To CALL or not to CALL .Hispania, 87, 541–552.
Brown, H.D. 1980. Principles of Language Learning and Teaching. Englewood Cliffs, N.J.: Prentice Hall.
Brown, R., R. Waring and S. Donkaewbua. (2008). ‘Incidental Vocabulary Acquisition from Reading, Reading-while-listening, and Listening to Stories ’Reading in a Foreign Language, 20.2: 136–163.
Candlin, C. N. 1976.Communicative language teaching and debt to pragmatics.In C. Rameh (ed.), Georgetown University Roundtable 1976. Washington, D. C.: Georgetown University Press.
Cheng, Y., & Good, R.L. (2009). L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention. Reading in a Foreign Language, 21, 119–142.
Chomsky, N. 1957.Syntactic Structures. The Hague: Mouton.
Chomsky, N. 1966.Linguistic Theory.Reprinted in J.P.B. Allen and P. Van Buren (eds.) Chomsky: Selected Readings, pp. 152-9. London: Oxford.
Coady ,J.(1993).Research on ESL/EFL vocabulary acquisition :Putting it in context. In T. Huckin, M. Haynes ,& J. Coady(Eds.),Second language reading and vocabulary learning (pp.3-23).Norwood, NJ :Able.
Corrigan, R. (2007). An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context. Applied inguistics.28/2: 211- 240.
Cowie, A. P. (Eds.). (1988). Stable and creative aspects of vocabulary use.In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 126-137). Harlow: Longman.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Craik, F. I. M., &Tulving, E. (1975). Depth of processing and the retention of words in Episodic Memory .Journal of Experimental Psychology; General, 104, 268–294.
Curran C. A. 1976. Counseling-Learning in Second Languages. Apple River, III.: Apple River Press.
Curran, C. A. 1972. Counseling-Learning: A Whole-Person Model for Education. New York: Grune and Stratton.
Eckerth, J. & Tavakoli , P.(2012). The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading . Language Teaching Research.16 (2). 227-257.
Elgort, I, & Warren, P. (2014). L2 vocabulary learning from reading: explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning. 64;2, 365-414
Ellis, N. C. (2008). Usage-based and form-focused language acquisition. In P . Robinson & N. C. Ellis (Eds.),Handbook of cognitive linguistics and second language acquisition(pp. 372–405). New York: Routledge.
English Language Service. 1964. English 900. New York: Collier Macmillan.
Firth, J. R. 1957. Papers in Linguistics: 1934—1951. London: Oxford University Press.
Gattegno, C. 1972. Teaching Foreign languages in Schools: The Silent Way. 2nd. ed. New York: Educational Solution.
Gattegno, C. 1976. The Common Sense of Teaching Foreign Languages. New York: Educational Solutions.
Gumperz, J. J., & D. Hymes(eds.). 1972. Directions in Sociolinguistics: The Ethnography of Communication. New York. Holt, Rinehart and Winston.
Halliday, M. A. K. 1973. Explorations in the Functions of Language. London: Edward Arnold.
Harwood, N. (2000) “At the end of the day they don’t tally”: what researchers tell us about gambits and how materials writers teach gambits.Unpublished MA dissertation, Lancaster University.
Hornby, A.S. 1954. A Guide to Patterns and Usage in English. London: Oxford University Press.
Hornby, A.S., E.V. Gatenbt, and H. Wakefield. 1953. The Advanced Learner’s Dictionary of Current English. London: Oxford University Press.
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207–23.
Howatt, A. P. R. 1984. A History of English Language Teaching. Oxford. Oxford University Press.
Hu, M., & Nassaji, H. (2012). Ease of inferencing, learner inferential strategies, and their relationship with retention of word meanings inferred from context. Canadian Modern language Review, 68(1), 54-77.
Hulstijn, J. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P.J.L. Arnaud & H. Bejoing (Eds.) . Vocabulary and applied linguistics (pp.113-125). London: Macmillan.
Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H Long (Eds.),The handbook of second language acquisition(pp. 349–381). Malden, MA: Blackwell.
Hymes, D. 1972. On communicative competence.In J. B. Pride and J. Holmes (eds.), Sociolinguistics, pp. 269—93.Harmondsworth: Penguin.
Keating, G.D., (2008). Task effectiveness and word learning in a second language: the Involvement Load Hypothesis on trial. Language Teaching Research, 12 (3), 365- 386 .
Keller, E. (1979). Gambits: Conversational strategy signals. Journal of Pragmatics, 3, 219-237.
Kelly, L. G. 1969. 25 Centuries of Language Teaching. Rowley, Mass. Newbury House.
Kim, Y. J. (2011). The role of task- induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning. 61, 100–140.
Ko, H.M. (2012). Glossing and second language vocabulary learning. TESOL QUARTERLY. Vol.46, No.1. 56-79.
Kojic-Sabo, I. & P.M. Lightbown (1999) Students’ approaches to vocabulary learning and their relationship to success.Modern Language Journal 83.2: 176–92.
La Forge, P. G. 1971. Community language learning: a pilot study. Language Learning 21 (1): 45—61.
La Forge, P. G. 1975. Research Profiles with Community Language Learning. Apple River, III.: Apple River Press.
La Forge, P. G. 1977. Uses of social silence in the interpersonal dynamics of Community Language Learning. TESOL Quarterly 11 (4): 373—82.
La Forge, P. G. 1983. Counseling and Culture in Second Language Acquisition. Oxford: Pergamon.
Lado, R. 1977. Lado English Series.7 books. New York: Regents.
Laufer, B. (1997). What’s in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.),Vocabulary: Description, acquisition and pedagogy (pp. 140–180). Cambridge: Cambridge University Press.
Laufer, B. (2005). Focus on form in second language vocabulary acquisition. In S. Foster-Cohen, M. P. Garcia-Mayo, & J. Cenoz (Eds.),EUROSLA Yearbook 5 (pp. 223–250). Amsterdam: Benjamins.
Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement .Applied Linguistics, 22, 1–26.
Lewis, M. (1993).The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications.
Lewis, M. (1997) Implementing the lexical approach: putting theory into practice.Hove: Language Teaching Publications.
Lewis, M. (1997b). Pedagogical implications of the lexical approach. In J. Coady& T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 255-270). Cambridge: Cambridge University Press.
Littlejohn, A. (1992) Why are English language teaching materials the way they are? Unpublished PhD Thesis, Lancaster University.
Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. New York: Gordon and Breach.
Mason, B. & Krashen, S. (2004). Is form-focused vocabulary acquisition worthwhile? RELC Journal, 35, 179–85.
Nagy, W. (1997).On the role of context in first-and second-language vocabulary learning .In N. Schmitt & M. McCarthy (Eds.), Vocabulary description, acquisition and pedagogy (pp.64— 83).New York, NY: Cambridge University Press.
Nagy, W. E., P. Herman ,and R. C. Anderson (1985)‘ .Learning words from context,’ Reading Research Quarterly.20: 233–53.
Nagy, W. E.and P. A. Herman.(1987). ‘Breadth and depth of vocabulary knowledge: implications for acquisition and instruction,’ in M. McKeown and M. Curtis (eds):The Nature of Vocabulary Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 19–3.
Nagy, W. E.andP. A. Herman.(1985). ‘Incidental vs. instructional approaches to increasing reading vocabulary,’ Educational Perspectives23: 16–21.
Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. Canadian Modern Language Review, 61(1), 107-134.
Nassaji, H., & Hu, M. (2012). The relationship between task-induced involvement load and learning words from context. International Review of Applied Linguistics in Language Teaching (IRAL), 50,69-86.
Nation ,I.S.P. (2001).Learning vocabulary in another language. New York, NY: Cambridge University Press.
Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1, 1–12.
Nation, I.S.P. (1990) Teaching and learning vocabulary. New York: Newbury House.
Nattinger, J. (1980). A lexical phrase grammar for ESL.TESOL Quarterly, 14, 337-344.
Nattinger, J., &DeCarrico, J. (1992).Lexical phrases and language teaching.Oxford: Oxford University Press.
Palmer, H.E., and F.G. Blandford. 1939. A Grammar of Spoken English on a Strictly Phonetic Basis. Cambridge. Heffer.
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: implications for bilingualism and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 393–419). London, UK: Academic Press.
Paribakht, T, & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition: An introspective study of lexical inferencing .Studies in Second Language quisition,21, 195–224 .
Paribakht, T. S. (2005). The Influence of L1 Lexicalization on L2 Lexical Inferencing: A Study of Farsi- Speaking EFL Learners. Language Learning, 55 (4), 701-748.
Parry, K. (1993). Too many words: Learning the vocabulary of an academic subject. In T. Huckin, M. Haynes, & J. Coady (Eds.),Second language reading and vocabulary Learning (pp. 109–127). Norwood, NJ: Ablex
Pawley, A., &Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), Language and communication (pp. 191-226). London: Longman.
Peters, A. (1983). The units of language acquisition. Cambridge: Cambridge University Press.
Richards, J., & Rodgers, T. S. (2001). Approaches and methods in language teaching: A description and analysis (2nd ed.). New York: Cambridge University Press.
Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition,21, 589–619.
Searle, J. R. 1969. Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.
Sinclair, J. M. (Ed.). (1987). Looking up: An account of the COBUILD project in lexical computing. London: Collins COBUILD.
Sinclair, J. M., &Renouf, A. (Eds.).(1988). A lexical syllabus for language learning.In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 140-158). Harlow: Longman.
Skinner, B. F. 1957. Verbal Behavior. New York: Appleton-Century-Crofts.
Stein, M.J. (1993). The healthy inadequacy of contextual definition. In J. Coady &T. Huckin (Eds.), Second language vocabulary acquisition (pp .203-214).New York, NY: Cambridge University Press
Swan, M. 1985. A critical look at the communicative approach. English language Teaching Journal, pt. 1,39(1): 2—12.
Terrell, T. D. 1977. A natural approach to second language acquisition and learning.Modern Language Journal 61: 325—36.
Terrell, T. D. 1981. The natural approach in bilingual education.Ms. California Office of Bilingual Education.
Terrell, T. D. 1982. The natural approach to language teaching: an update. Modern Language Journal 66: 121—32.
Vidal, K. (2003). Academic listening: A source of vocabulary acquisition? Applied Linguistics. .24, 56-89.
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2)130 –163 . .
Widdowson, H. G. 1978. Teaching Language as Communication. Oxford: Oxford University Press.
Willis, J., & Willis, D. (1989).Collins COBUILD English course. London: Collins COBUILD.
Yousefi, M, H. & Biria, R. (2015). Incidental L2 vocabulary learning and retention; types of glossing: marginal glosses vs. endnotes. International Journal of Language Learning and Applied Linguistics World. Volume 9 (1), 49-56.
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. The Canadian Modern Language Review, 57, 541–72.
Asher, J. 1966. The learning strategy of total physical response: a review. Modern Language Journal 50: 79—84.
Asher, J. 1969. The total physical response approach to second language learning.Modern Language Journal.53: 3—17.
Asher, J. 1977. Learning Another Language Through Actions: The Complete Teacher’s Guide Book. Los Gatos, Calif.: Sky Oaks Productions. (2nd. ed. 1982.)
Austin, J.L. 1962. How to Do Things with Words. Oxford: Clarendon Press.
Azim, M. U., Bhatti, A. M., Hussain, Z., & Iqbal, M. (2018). Culturally oriented textbooks and English Language Teachers. Hamdard Islamicus, 41(4), 301-317.
Barcroft, J. & Sommers, M.S. (2005). Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition, 27, 387– 414.
Bowles, M.A. (2004). L2 glossing: To CALL or not to CALL .Hispania, 87, 541–552.
Brown, H.D. 1980. Principles of Language Learning and Teaching. Englewood Cliffs, N.J.: Prentice Hall.
Brown, R., R. Waring and S. Donkaewbua. (2008). ‘Incidental Vocabulary Acquisition from Reading, Reading-while-listening, and Listening to Stories ’Reading in a Foreign Language, 20.2: 136–163.
Candlin, C. N. 1976.Communicative language teaching and debt to pragmatics.In C. Rameh (ed.), Georgetown University Roundtable 1976. Washington, D. C.: Georgetown University Press.
Cheng, Y., & Good, R.L. (2009). L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention. Reading in a Foreign Language, 21, 119–142.
Chomsky, N. 1957.Syntactic Structures. The Hague: Mouton.
Chomsky, N. 1966.Linguistic Theory.Reprinted in J.P.B. Allen and P. Van Buren (eds.) Chomsky: Selected Readings, pp. 152-9. London: Oxford.
Coady ,J.(1993).Research on ESL/EFL vocabulary acquisition :Putting it in context. In T. Huckin, M. Haynes ,& J. Coady(Eds.),Second language reading and vocabulary learning (pp.3-23).Norwood, NJ :Able.
Corrigan, R. (2007). An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context. Applied inguistics.28/2: 211- 240.
Cowie, A. P. (Eds.). (1988). Stable and creative aspects of vocabulary use.In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 126-137). Harlow: Longman.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
Craik, F. I. M., &Tulving, E. (1975). Depth of processing and the retention of words in Episodic Memory .Journal of Experimental Psychology; General, 104, 268–294.
Curran C. A. 1976. Counseling-Learning in Second Languages. Apple River, III.: Apple River Press.
Curran, C. A. 1972. Counseling-Learning: A Whole-Person Model for Education. New York: Grune and Stratton.
Eckerth, J. & Tavakoli , P.(2012). The effects of word exposure frequency and elaboration of word processing on incidental L2 vocabulary acquisition through reading . Language Teaching Research.16 (2). 227-257.
Elgort, I, & Warren, P. (2014). L2 vocabulary learning from reading: explicit and tacit lexical knowledge and the role of learner and item variables. Language Learning. 64;2, 365-414
Ellis, N. C. (2008). Usage-based and form-focused language acquisition. In P . Robinson & N. C. Ellis (Eds.),Handbook of cognitive linguistics and second language acquisition(pp. 372–405). New York: Routledge.
English Language Service. 1964. English 900. New York: Collier Macmillan.
Firth, J. R. 1957. Papers in Linguistics: 1934—1951. London: Oxford University Press.
Gattegno, C. 1972. Teaching Foreign languages in Schools: The Silent Way. 2nd. ed. New York: Educational Solution.
Gattegno, C. 1976. The Common Sense of Teaching Foreign Languages. New York: Educational Solutions.
Gumperz, J. J., & D. Hymes(eds.). 1972. Directions in Sociolinguistics: The Ethnography of Communication. New York. Holt, Rinehart and Winston.
Halliday, M. A. K. 1973. Explorations in the Functions of Language. London: Edward Arnold.
Harwood, N. (2000) “At the end of the day they don’t tally”: what researchers tell us about gambits and how materials writers teach gambits.Unpublished MA dissertation, Lancaster University.
Hornby, A.S. 1954. A Guide to Patterns and Usage in English. London: Oxford University Press.
Hornby, A.S., E.V. Gatenbt, and H. Wakefield. 1953. The Advanced Learner’s Dictionary of Current English. London: Oxford University Press.
Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11, 207–23.
Howatt, A. P. R. 1984. A History of English Language Teaching. Oxford. Oxford University Press.
Hu, M., & Nassaji, H. (2012). Ease of inferencing, learner inferential strategies, and their relationship with retention of word meanings inferred from context. Canadian Modern language Review, 68(1), 54-77.
Hulstijn, J. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P.J.L. Arnaud & H. Bejoing (Eds.) . Vocabulary and applied linguistics (pp.113-125). London: Macmillan.
Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H Long (Eds.),The handbook of second language acquisition(pp. 349–381). Malden, MA: Blackwell.
Hymes, D. 1972. On communicative competence.In J. B. Pride and J. Holmes (eds.), Sociolinguistics, pp. 269—93.Harmondsworth: Penguin.
Keating, G.D., (2008). Task effectiveness and word learning in a second language: the Involvement Load Hypothesis on trial. Language Teaching Research, 12 (3), 365- 386 .
Keller, E. (1979). Gambits: Conversational strategy signals. Journal of Pragmatics, 3, 219-237.
Kelly, L. G. 1969. 25 Centuries of Language Teaching. Rowley, Mass. Newbury House.
Kim, Y. J. (2011). The role of task- induced involvement and learner proficiency in L2 vocabulary acquisition. Language Learning. 61, 100–140.
Ko, H.M. (2012). Glossing and second language vocabulary learning. TESOL QUARTERLY. Vol.46, No.1. 56-79.
Kojic-Sabo, I. & P.M. Lightbown (1999) Students’ approaches to vocabulary learning and their relationship to success.Modern Language Journal 83.2: 176–92.
La Forge, P. G. 1971. Community language learning: a pilot study. Language Learning 21 (1): 45—61.
La Forge, P. G. 1975. Research Profiles with Community Language Learning. Apple River, III.: Apple River Press.
La Forge, P. G. 1977. Uses of social silence in the interpersonal dynamics of Community Language Learning. TESOL Quarterly 11 (4): 373—82.
La Forge, P. G. 1983. Counseling and Culture in Second Language Acquisition. Oxford: Pergamon.
Lado, R. 1977. Lado English Series.7 books. New York: Regents.
Laufer, B. (1997). What’s in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.),Vocabulary: Description, acquisition and pedagogy (pp. 140–180). Cambridge: Cambridge University Press.
Laufer, B. (2005). Focus on form in second language vocabulary acquisition. In S. Foster-Cohen, M. P. Garcia-Mayo, & J. Cenoz (Eds.),EUROSLA Yearbook 5 (pp. 223–250). Amsterdam: Benjamins.
Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement .Applied Linguistics, 22, 1–26.
Lewis, M. (1993).The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications.
Lewis, M. (1997) Implementing the lexical approach: putting theory into practice.Hove: Language Teaching Publications.
Lewis, M. (1997b). Pedagogical implications of the lexical approach. In J. Coady& T. Huckin (Eds.), Second language vocabulary acquisition: A rationale for pedagogy (pp. 255-270). Cambridge: Cambridge University Press.
Littlejohn, A. (1992) Why are English language teaching materials the way they are? Unpublished PhD Thesis, Lancaster University.
Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. New York: Gordon and Breach.
Mason, B. & Krashen, S. (2004). Is form-focused vocabulary acquisition worthwhile? RELC Journal, 35, 179–85.
Nagy, W. (1997).On the role of context in first-and second-language vocabulary learning .In N. Schmitt & M. McCarthy (Eds.), Vocabulary description, acquisition and pedagogy (pp.64— 83).New York, NY: Cambridge University Press.
Nagy, W. E., P. Herman ,and R. C. Anderson (1985)‘ .Learning words from context,’ Reading Research Quarterly.20: 233–53.
Nagy, W. E.and P. A. Herman.(1987). ‘Breadth and depth of vocabulary knowledge: implications for acquisition and instruction,’ in M. McKeown and M. Curtis (eds):The Nature of Vocabulary Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 19–3.
Nagy, W. E.andP. A. Herman.(1985). ‘Incidental vs. instructional approaches to increasing reading vocabulary,’ Educational Perspectives23: 16–21.
Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. Canadian Modern Language Review, 61(1), 107-134.
Nassaji, H., & Hu, M. (2012). The relationship between task-induced involvement load and learning words from context. International Review of Applied Linguistics in Language Teaching (IRAL), 50,69-86.
Nation ,I.S.P. (2001).Learning vocabulary in another language. New York, NY: Cambridge University Press.
Nation, I. S. P. (2007). The four strands. Innovation in Language Learning and Teaching, 1, 1–12.
Nation, I.S.P. (1990) Teaching and learning vocabulary. New York: Newbury House.
Nattinger, J. (1980). A lexical phrase grammar for ESL.TESOL Quarterly, 14, 337-344.
Nattinger, J., &DeCarrico, J. (1992).Lexical phrases and language teaching.Oxford: Oxford University Press.
Palmer, H.E., and F.G. Blandford. 1939. A Grammar of Spoken English on a Strictly Phonetic Basis. Cambridge. Heffer.
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: implications for bilingualism and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 393–419). London, UK: Academic Press.
Paribakht, T, & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition: An introspective study of lexical inferencing .Studies in Second Language quisition,21, 195–224 .
Paribakht, T. S. (2005). The Influence of L1 Lexicalization on L2 Lexical Inferencing: A Study of Farsi- Speaking EFL Learners. Language Learning, 55 (4), 701-748.
Parry, K. (1993). Too many words: Learning the vocabulary of an academic subject. In T. Huckin, M. Haynes, & J. Coady (Eds.),Second language reading and vocabulary Learning (pp. 109–127). Norwood, NJ: Ablex
Pawley, A., &Syder, F. (1983). Two puzzles for linguistic theory: Native-like selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), Language and communication (pp. 191-226). London: Longman.
Peters, A. (1983). The units of language acquisition. Cambridge: Cambridge University Press.
Richards, J., & Rodgers, T. S. (2001). Approaches and methods in language teaching: A description and analysis (2nd ed.). New York: Cambridge University Press.
Rott, S. (1999). The effect of exposure frequency on intermediate language learners’ incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition,21, 589–619.
Searle, J. R. 1969. Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.
Sinclair, J. M. (Ed.). (1987). Looking up: An account of the COBUILD project in lexical computing. London: Collins COBUILD.
Sinclair, J. M., &Renouf, A. (Eds.).(1988). A lexical syllabus for language learning.In R. Carter & M. McCarthy (Eds.), Vocabulary and language teaching (pp. 140-158). Harlow: Longman.
Skinner, B. F. 1957. Verbal Behavior. New York: Appleton-Century-Crofts.
Stein, M.J. (1993). The healthy inadequacy of contextual definition. In J. Coady &T. Huckin (Eds.), Second language vocabulary acquisition (pp .203-214).New York, NY: Cambridge University Press
Swan, M. 1985. A critical look at the communicative approach. English language Teaching Journal, pt. 1,39(1): 2—12.
Terrell, T. D. 1977. A natural approach to second language acquisition and learning.Modern Language Journal 61: 325—36.
Terrell, T. D. 1981. The natural approach in bilingual education.Ms. California Office of Bilingual Education.
Terrell, T. D. 1982. The natural approach to language teaching: an update. Modern Language Journal 66: 121—32.
Vidal, K. (2003). Academic listening: A source of vocabulary acquisition? Applied Linguistics. .24, 56-89.
Waring, R., & Takaki, M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? Reading in a Foreign Language, 15(2)130 –163 . .
Widdowson, H. G. 1978. Teaching Language as Communication. Oxford: Oxford University Press.
Willis, J., & Willis, D. (1989).Collins COBUILD English course. London: Collins COBUILD.
Yousefi, M, H. & Biria, R. (2015). Incidental L2 vocabulary learning and retention; types of glossing: marginal glosses vs. endnotes. International Journal of Language Learning and Applied Linguistics World. Volume 9 (1), 49-56.
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. The Canadian Modern Language Review, 57, 541–72.
Published
2020-09-28
How to Cite
Muhammad Umer Azim1, Zaheer Hussain2, Azhar Munir Bhatti3, Dr. Muhammad Iqbal4. (2020). RECYCLING OF VOCABULARY IN ENGLISH LANGUAGE TEACHING: FROM THEORY TO PRACTICE. Epistemology, 7(1), 88-102. Retrieved from http://journal.epistemology.pk/index.php/epistemology/article/view/119
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