Enhancing vocabulary retention in the reading classroom : tips for reading teachers

Abstract EN

Vocabulary recognition is an essential part of foreign language proficiency; it is key to comprehension and expression.

At the university level, vocabulary instruction is done either directly and explicitly in courses especially designed for vocabulary development, or indirectly and implicitly in courses designed for developing other language aspects.

Reading-skills courses, where learning the new words encountered in the reading texts is an end-of-term objective, are an example.

The researcher, an instructor of these courses, noticed that students save new words in their short-term memory (intending to pass their exams) but do not generally retain them in their long-term memory in spite of the various vocabulary exercises provided in their reading books.

This study aimed to investigate the vocabulary teaching and learning strategies and to select those that may promote vocabulary retention in this educational context without disrupting the class time allocation.

Drawing on research, the study lists 15 strategies, which all emphasize the importance of developing students’ interest and interaction in the process.

The researcher highly recommends that reading instructors introduce students to a variety of vocabulary learning strategies.

The researcher also recommends integrating technology into vocabulary instruction, i.e., allowing mobile phones in class in addition to making the most of the e-learning program, a systematic home online companion to every university course.