- Definition of Vocabulary
Vocabulary is component of a language which has important role in forming the language itself. In other words, a language has no meaning without vocabulary. Thus, the importance of vocabulary has been long recognized in language development.
In learning a language, especially English, it is necessary to know a number of vocabulary in that language in order to be able to use it in communication. As Richards and Renandya state,
“ Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Without extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potential and may be discouraged from making use of language learning opportunities around them such as listening to the radio, listening to the native speakers, using the language in different contexts, reading, or watching television”[1].
Hence, mastering vocabulary becomes principal base in language learning which is very helpful for the students to master the language being learned.
For that, the students need to improve their vocabulary mastery in learning a language. When they have known the vocabulary of that language, it will be easy for them to get comprehension about the language both simplified and unsimplified materials and to process different kinds of oral and written texts[2]. It is because vocabulary builds four language skills. Moreover, according to Hatch and Brown vocabulary is “ a list or set of words for a particular language or a list or a set of words that individual speakers of language might use[3]. Thus, vocabulary is used to express the idea of the speakers. In short, it is clear that vocabulary has important role in language learning.
- Types of Vocabulary
Based on the people capability in implementing the vocabulary, Paul Nation mentions two types of vocabulary. They are receptive and productive vocabulary[4].
- Receptive vocabulary; knowing a word involves being able to recognize it when it is heard (what is the sound like?) or when it is seen (what does it look like?) and having an expectation of what grammatical pattern the word will occur. This includes being able to distinguish it from word with a similar form and being able to judge if the word sounds right or looks right.
- Productive vocabulary; knowing a word involves being able to pronounce the word, to write and to spell it, to use it in grammatical pattern along with the word in usually collocates with it. It also involves not using the word too often if it is typically a low frequency word and using it in the suitable situation, using the word to stand for the meaning it represents and being able to think of suitable subtitutes for the word if there are any.
Harmer gives another term for types of vocabulary, namely active and passive vocabulary.[5]
- Active vocabulary refers to items the learners can use appropriately in speaking or writing and it is also called as productive vocabulary although, in fact, it is more difficult to put into practice. It means that to use productive vocabulary, the learners are supposed to know how to pronounce it well. They must know and be able to use grammar of the language target. They are also hoped to be familiar with collocation and understand the connotation meaning of the words. This type is often used in speaking and writing skills.
- Passive vocabulary refers to a language items that can be recognized and understood in the context of reading or listening and also called as receptive.
- Vocabulary in Language Teaching and Learning
For much of this century, the principal focus of English language teaching has been on the grammar of the language. Vocabulary was often given little priority in second or foreign language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. As Rivers argued that the acquisition of an adequate vocabulary is essential for successful second language use because, without extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication[6]. In addition, Krakawian claims that in communication oriented teaching the most pressing concern for the learners is the need to master an adequate foreign language vocabulary. Therefore, the development of a rich vocabulary is an important element in the acquisition of a second or foreign language. It means the more one’s vocabulary develops, the easier it is to add new words.
In communication, vocabulary is often more important than grammar. However, most of the students neglect to learn it. They are directly frustrating when they discover they cannot communicate effectively because they do not know many of the words they need. Whereas working with words can be enjoyable and satisfying for the students although it is quite challenging because words are more complex than they appear to be on the surface. It is virtually infinite[7].
Students acquire their first language as they encounter and need them in life. Learning is consolidated by frequent and even daily use of the words in real communication. However, in the classroom they have to make a special effort to memorize words that they seldom use in communication. It may sometimes seem to them that they need the words only for test. For this reason, teachers need to consider carefully what vocabulary to introduce in each lesson, and also how to reactivate previously introduced vocabulary. This selection of vocabulary should take the students’ interests and needs into account as well as the general topic of the lesson[8].
Furthermore, students often expect teachers to know everything about their subject. They will be critical if teachers cannot answer their questions especially at higher levels where new words come up quite unexpectedly and the teachers have to respond spontaneously[9]. Hence, the teachers have to prepare and know the specific new words or expressions that will be used in a lesson because it will be dangerous for the teachers to pretend knowing every word if the students ask them about difficult words which are related to the lesson.
[1] Jack C Richard – Willy A. Renandya, Methodology in Language Teaching (USA: Cambridge University Press, 2002), 255.
[2] Jack C Richard – Willy A. Renandya, Methodology in Language Teaching……, p. 255
[3] Evelyn Hatch – Cheryl Brown, Vocabulary, Semantic and Language Education, (Cambridge: Cambridge University Press, 1995), 1.
[4] I. S. P. Nation, Teaching and Learning Language, (New York: New Burry House, 1990), 29.
[5] Jeremy Harmer, The Practice of English Language Teaching (UK: Ashford Colour Press Ltd, 2007), p.159.
[6] David Nunan, Language Teaching Methodology (London: Longman, 2000), 117.
[7] Paul Davies with Eric Pearse, Success in English Teaching (New York: Oxford University Press, 2000), 59.
[8] Paul Davies with Eric Pearse, Success in English Teaching, ………………, p. 60.
[9] Paul Davies with Eric Pearse, Success in English Teaching………………..,
KEEP STRUGGLE 