| Author: | René Faßbender | ISBN: | 9783638326087 |
| Publisher: | GRIN Verlag | Publication: | November 18, 2004 |
| Imprint: | GRIN Verlag | Language: | English |
| Author: | René Faßbender |
| ISBN: | 9783638326087 |
| Publisher: | GRIN Verlag |
| Publication: | November 18, 2004 |
| Imprint: | GRIN Verlag |
| Language: | English |
Seminar paper from the year 2004 in the subject English Language and Literature Studies - Linguistics, grade: 1,0 (A), University of Heidelberg, course: Second Language Acquisition, 17 entries in the bibliography, language: English, abstract: Interest in second language vocabulary (SLV) significantly increased in the late 1980s and a considerable number of books concerning themselves with it have been published since then. On the other hand, despite this changed condition, curricula in schools are still considering teaching vocabulary a marginal subject: It is scarcely an issue itself and quite often only mentioned casually when dealing with subjects that are thought to be more demanding and important. However, vocabulary is indeed both demanding and important. Thus, SLV research must not become a playground of linguists with little or no effect on the 'real world', which - from a teacher's point of view - is the classroom. The findings of research can make teachers aware of important aspects of vocabulary and help them to impart these aspects in school. Therefore, this paper will take into account what SLV research is actually good for in school routine. A glance at the desired aims and possible restrictions of vocabulary teaching will provide the basis for a further examination of both the implicit and explicit approach, as well as the grey area in between.
Seminar paper from the year 2004 in the subject English Language and Literature Studies - Linguistics, grade: 1,0 (A), University of Heidelberg, course: Second Language Acquisition, 17 entries in the bibliography, language: English, abstract: Interest in second language vocabulary (SLV) significantly increased in the late 1980s and a considerable number of books concerning themselves with it have been published since then. On the other hand, despite this changed condition, curricula in schools are still considering teaching vocabulary a marginal subject: It is scarcely an issue itself and quite often only mentioned casually when dealing with subjects that are thought to be more demanding and important. However, vocabulary is indeed both demanding and important. Thus, SLV research must not become a playground of linguists with little or no effect on the 'real world', which - from a teacher's point of view - is the classroom. The findings of research can make teachers aware of important aspects of vocabulary and help them to impart these aspects in school. Therefore, this paper will take into account what SLV research is actually good for in school routine. A glance at the desired aims and possible restrictions of vocabulary teaching will provide the basis for a further examination of both the implicit and explicit approach, as well as the grey area in between.
