A relevance-theoretic approach to teaching vocabulary

الملخص EN

Much research has been conducted on vocabulary teaching and ome have covered several issues pertinent to vocabulary acqu؛ s ط.lers focused on vocabulary teaching and learning activities ؛ s, the construct of ‘rich vocabulary instruction' has occupied؛ ؛cialists.

However, no clear guidelines have been proposed re in terms of how much word knowledge to give to EFL leame ١١ !text.

In this paper, the researcher argues, using Sperber and ١ vance Theory , and in particular the principles of ‘contextual: ،sing effort’, that these two principles could be used as crit؛ the quantity and quality of word knowledge to be imparted ؟ e paper concludes with some proposed activities that the rescarc il in making teaching vocabulary relevant to students and instrc