Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development

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Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development

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Publication Student essay 15hp
Title Effective Teaching Methods and Strategies in the EFL Classroom to Facilitate Students’ Vocabulary Development
Author Espmarker, Johan ; Tedenby, Emanuel
Date 2020
English abstract
This research examines how low-level vocabulary students, in particular, might better progress to higher levels of vocabulary in the EFL context. In addition, a variety of strategies and teaching methods are analysed. Vocabulary is the foundation of language learning and is an essential part of reading, writing and speaking. This research examines the importance of high frequency words, teaching methods and strategies in the EFL classroom. Several methods and strategies are analysed to compare and draw conclusions regarding which are the most effective. To be able to find answers to these questions, a number of scientific articles and experimental studies were reviewed. Our findings indicate that the 2,000 most common words in the English language are important in order to progress to higher levels of vocabulary. The research also showed that students who possessed the high frequency words were superior in reading, writing and speaking compared to the students who did not have this word level. Additionally, students with larger vocabulary gained significantly more vocabulary from activities and reading. Choosing the correct teaching strategy and method has proven to be important in order to develop students’ vocabulary. Strategies such as visual aids, function-based teaching and post-reading tasks have shown to be effective methods for teaching vocabulary. Although the 2,000 most frequent words is an important learning goal, the teachers’ choice of methods to achieve this is crucial.
Publisher Malmö universitet/Lärande och samhälle
Language eng (iso)
Subject Word frequency
EFL
vocabulary acquisition
middle school
vocabulary teaching
vocabulary progression
Handle http://hdl.handle.net/2043/31166 Permalink to this page
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