The acquisition of vocabulary in the context of teaching English as a Foreign Language through Vocabulary Learning Strategies

Abstract

Abstract
The advantage of acquiring vocabulary in the complex process of acquisition
of a foreign language (L2), specifically English as a Foreign Language (EFL) is
indisputable and easy to prove. To be convinced of this advantage is enough to
make a simple question: When people travel to a foreign country, specifically in an
English-speaking, what do they take with them: a dictionary or a grammar book?
Vocabulary is a central component of language and has great significance for
foreign language learners. Words are blocks that constructed a language, because
they label objects, things, actions, ideas without which people can not convey
meanings that they want to express. The primary role of the acquisition of
vocabulary in learning the second language (L2) or foreign language (EFL) is
unequivocally accepted by theorists and researchers in the field. Accordingly,
numerous types of approaches, techniques, exercises and practice have been
introduced into the field to teach vocabulary. It has been suggested that teaching
vocabulary should not only consist of teaching specific words but also aim at
equipping learners with strategies necessary to expand their vocabulary
knowledge. Vocabulary learning strategies are one part of language learning
strategies which in turn are part of general learning strategies. Language learning
strategies encourage greater overall self-direction for learners. Self-directed
learners are independent learners who are capable of assuming responsibility for
their own learning and gradually gaining confidence, involvement and proficiency.