Teaching Vocabulary to Improve Reading Comprehension

Yi-chun Pan

Abstract


Vocabulary is vital for comprehending reading texts. Readers must possess a certain number of words, the so-called threshold level, in order to be able to read in L2. This paper provides direct vocabulary instruction techniques, aimed at helping students with a small lexicon to acquire core vocabulary, more important and high-frequency words, at rates that will improve their reading comprehension.

Keywords


Vocabulary; Collocation; Reading comprehension

Full Text:

PDF

References


Alderson, J. C. (2000). Assessing reading. New York: Cambridge University Press.

Bahns, J. (1993). Lexical collocations: A contrastive view. ELT Journal, 47(1), 56-63.

Ellis, N., & Beaton, A. (1993). Psychological determinants of foreign language vocabulary learning. Language Learning, 43(4), 559-617.

Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 24, 617-637.

Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know, and words you can’t guess. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp.20-34). New York: Cambridge University Press.

Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.

Nation, P., & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.6-19). Cambridge: Cambridge University Press.

Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. Modern Language Journal, 80, 478-493.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Seifert, S., Kulmhofer, A., Paleczek, L., Schwab, S., & Gasteiger-Klicpera B. (2017). Suggestions for vocabulary focused reading lessons for mainstream classrooms addressing both L1 and L2 learners. Early Childhood Education Journal, 45(3), 333-345.

Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321-331.

Sokmen, A. (1997). Current trends in teaching second language vocabulary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp.237-257). Cambridge: Cambridge University Press.

Zimmerman, C. B. (1997). Do reading and interactive vocabulary instruction make a difference? An empirical study. TESOL Quarterly, 31, 121-140.




DOI: http://dx.doi.org/10.3968/10013

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Yi-chun Pan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Share us to:   

 

Online Submission: http://cscanada.org/index.php/sll/submission/wizard

Please send your manuscripts to sll@cscanada.net，or  sll@cscanada.org  for consideration. We look forward to receiving your work.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; sll@cscanada.net; sll@cscanada.org

 Articles published in Studies in Literature and Language are licensed under Creative Commons Attribution 4.0 (CC-BY).

 STUDIES IN LITERATURE AND LANGUAGE Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail: office@cscanada.net; office@cscanada.org; caooc@hotmail.com

Copyright © 2010 Canadian Academy of Oriental and Occidental Culture