What is notably missing in the teaching of vocabulary is a systematically elaborated strategy for vocabulary acquisition that is based on the findings of linguistics and learning psychology. No wonder then that in Foreign Language Learning, vocabulary learning goes on being considered as a mere memorization chore. To date, applied linguistics has only paid attention to grading and selection problems in vocabulary learning, and in psycholinguistics surprisingly little fundamental research has been conducted into the processes of learning a second language vocabulary. Even today the idea that vocabulary learning is an unmanageable appendage to structure and function learning remains the prevailing implicit prejudice in most FL methods and courses. Until very recently vocabulary has been treated as the cinderella of foreign language learning.
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