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Many teachers use a different method to teach each word and this chameleon type of

instruction is confusing to students. Explicitly teach your essential terms using a


consistent step-by-step process and have students take notes using some type of
Vocabulary Study Chart

Introduction Learning a second language involves the manipulation of 4 a main skills


:speaking, writing, listening and reading, which lead to effective communication. One
cricial factor is the amount of vocabulary one prossesses as vocabulary form the biggest
part of the meaning of any language (An interview with McCarthy

One crucial factor is the amount of vocabulary one possesses as vocabulary forms the
biggest part of the meaning of any language (An interview with McCarthy, 2001, as cited
in Fan, 2003). Vocabulary, however, is the biggest problem for most learners. In view of
this, vocabulary acquisition is currently receiving attention in second language pedagogy
and research. But it is still a contentious issue how learners acquire vocabulary
effectively and efficiently or how it can best be taught. There is considerable evidence
that extensive reading for meaning leads to vocabulary acquisition over time, while the
currently popular communicative teaching approach emphasizes meaningful interactive
activities rather than forms and functions

English vocabulary has played an important role for Chinese learners to master English as a
second or foreign language. Many students, however, are frustrated in listening, speaking,
reading and writing of English due to the limited vocabulary size. Most low achievers in Hong
Kong take Syllabus A English paper in their Certificate English Examination in which writing,
reading, listening and speaking are assessed. It is reported that the crux of the weaknesses in
the 4 skills lies in their vocabulary limitation. spelling mistakes were prevalent and the choices of
vocabulary were restricted. It is suggested that candidates should read for pleasure and get
more exposure to authentic English materials in order to improve their ability to deal with more
challenging words and to expand their vocabulary.

Ironically, how can the hight to low achievers understand and enjoy reading English materials
with their limited ability? In general, students are not motivated to so. Without motivation,
learning may not take place. On the other hand, English teachers have found it difficult to design
tasks for students as they can foresee that their students do not have enough vocabulary to
carry out the tasks. Both teachers and students are caught in this dilemma. The present study is
designed to find out some vocabulary learning strategies for a group of low achievers to address
the urgent need to enlarge their vocabulary size.

One of the most important challenges that learners will face during the process of second
language learning is learning vocabulary. Vocabulary has been recognized as crucial to
language use in which insufficient vocabulary knowledge of the learners led to difficulties in
second language learning. By learning new words, students can increase their listening,
speaking, reading, and writing. Besides teaching individual words, effective vocabulary
development for English Learners includes teaching vocabulary strategies they can apply to
new words they encounter.

For English Language Learners, vocabulary development is especially critical for their ability
to read and comprehend texts. If one specific method achieves a higher standard of
achievement, it is important to evaluate which method of instruction is more beneficial for
students. The results of the study would also provide evidence of how effective the
strategies students use to acquire vocabulary. Possible recommendations could be made to
assist teachers in instructing English Language Learners.