Pre-teaching Vocabulary in Teaching Reading Skill: A Hindrance to Learner Autonomy?

Authors

  • Takad Ahmed Chowdhury Associate Professor Department of English University of Asia Pacific (UAP), Bangladesh https://orcid.org/0000-0002-7200-0785
  • Arjumand Ara Assistant Professor Department of English University of Asia Pacific (UAP), Bangladesh

DOI:

https://doi.org/10.24256/itj.v3i2.1818

Keywords:

learner autonomy, pre-teaching vocabulary, vocabulary selection, reading skill

Abstract

Pre-teaching vocabulary of unfamiliar words of a reading or listening lesson is a technique used by English language teachers where they define and explain unfamiliar but essential words of the text just before the start of the comprehension task.Conversely, learner autonomy is an educational practice that refers to the learners' responsibility for their own learning, both in terms of what they learn and how they learn. These two diametrical ideals in English Language Teaching (ELT) demand research to justify pre-teaching vocabulary in teaching receptive language skills. Accordingly, this review paper investigated the effectiveness of pre-teaching vocabulary in teaching reading skills to English as a Second Language (ESL) or English as a Foreign Language (EFL) learners by reviewing recent literature. It sheds light on the concepts of learner autonomy, strategies to teach vocabularies in reading, pre-teaching vocabulary, and the extent pre-teaching is justified. This paper concludes that, while the principle of vocabulary pre-instruction is generally in conflict with that of learner autonomy, this particular strategy in ELT cannot be entirely disregarded to facilitate comprehension of a reading text and thus in promoting the use of target language, and can selectively be used by the teachers in interesting and useful ways. The study will help teachers to better understand to what extent pre-teaching vocabulary is useful and what strategies of this teaching technique can help motivate students to read and comprehend a reading text. Scope for future research is provided

Author Biographies

Takad Ahmed Chowdhury, Associate Professor Department of English University of Asia Pacific (UAP)

Takad Ahmed Chowdhury (ORCID ID: https://orcid.org/0000-0002-0785) is a Ph.D. candidate at the School of Educational Studies, Universiti Sains Malaysia. He is also an associate professor at the University of Asia Pacific, Bangladesh. His research interests include ESP/EAP, ESL/EFL writing, curriculum development, and English literature. He can be emailed at: takad@uap-bd.edu.

Arjumand Ara, Assistant Professor Department of English University of Asia Pacific (UAP)

Arjumand Ara (ORCID ID:https://orcid.org/0000-0001-9996-291X) is an assistant professor at the University of Asia Pacific, Bangladesh. Her research interests include language teaching, language acquisition, applied linguistics, and second language acquisition. She can be emailed at: arjumand@uap-bd.edu

References

Alamri, K., & Rogers, V. (2018). The effectiveness of different explicit vocabulary-teaching strategies on learners’ retention of technical and academic words. Language Learning Journal, 46(5), 622–633. https://doi.org/10.1080/09571736.2018.1503139

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/te.2015.3.3.002

Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61(April), 101864. https://doi.org/10.1016/j.cedpsych.2020.101864

Ballance, O. J. (2018). Strategies for Pre-Teaching Vocabulary in Context. In The TESOL Encyclopedia of English Language Teaching (1st Edit, pp. 1–6). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0732

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Rationale for Robust Vocabulary Instruction. In Bringing Words to Life (2nd ed.). The Gulford Press.

Boyadzhieva, E. (2016). Learner-centered Teaching and Learner Autonomy. Procedia - Social and Behavioral Sciences, 232(April), 35–40. https://doi.org/10.1016/j.sbspro.2016.10.008

Budiharso, T. (2014). Reading Strategies in Efl Classroom: a Theoretical Review. CENDEKIA: Journal of Education and Teaching, 8(2), 189–204. https://doi.org/10.30957/cendekia.v8i2.63

Chowdhury, T. A., Roy, S., & Kabilan, M. K. (2021). Learner motivation in the EFL classrooms: Voices from a Bangladeshi university. Indonesian Journal of Applied Linguistics, 11(1), 221–232. https://doi.org/10.17509/ijal.v11i1.34618

Colé, P., Cavalli, E., Duncan, L. G., Theurel, A., Gentaz, E., Sprenger-Charolles, L., & El-Ahmadi, A. (2018). What is the influence of morphological knowledge in the early stages of reading acquisition among low SES children? A graphical modeling approach. Frontiers in Psychology, 9(APR), 1–15. https://doi.org/10.3389/fpsyg.2018.00547

Coxhead, A. (2021). Vocabulary in English in Tertiary Contexts : Connecting Research and Learning. LEARN Journal: Language Education and Acquisition Research Network Journal, 14(1), 1–14. https://so04.tci-thaijo.org/index.php/LEARN/index

Fard, E. E., & Vakili, A. (2018). The Effect of Problem-Based Learning on Iranian EFL Learners’ Vocabulary Learning. The Journal of Asia TEFL, 15(1), 208–216. http://dx.doi.org/10.18823/asiatefl.2018.15.1.15.208

Green, P. I., Finkel, E. J., Fitzsimons, G. M., & Gino, F. (2017). The energizing nature of work engagement: Toward a new need-based theory of work motivation. Research in Organizational Behavior, 37, 1–18. https://doi.org/10.1016/j.riob.2017.10.007

Haddad, R. H. (2016). Developing Learner Autonomy in Vocabulary Learning in Classroom: How and Why can it be Fostered? Procedia - Social and Behavioral Sciences, 232(April), 784–791. https://doi.org/10.1016/j.sbspro.2016.10.106

He, X. (Stella), & Godfroid, A. (2019). Choosing Words to Teach: A Novel Method for Vocabulary Selection and Its Practical Application. TESOL Quarterly, 53(2), 348–371. https://doi.org/10.1002/tesq.483

Hilgenkamp, J. A. (2019). How Does Pre-teaching of Vocabulary and the Use of Technology Increase Student Learning in Science [University of Nebraska - Linkoln]. https://digitalcommons.unl.edu/teachlearnstudent Part

Janitra, T. I. (2020). Exploring autonomous and self-regulation in vocabulary learning. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 15(28), 1–15. http://riset.unisma.ac.id/index.php/jp3/article/view/7449

Johnston, F. (2007). How to Select Words for Vocabulary Instruction Criteria for Selection. Https://Assets.Pearsonschool.Com. https://assets.savvas.com/asset_mgr/current/201640/Francine_ArticleForResearch.pdf

Kabilan, M. K., & Zahar, T. Z. M. E. (2016). Enhancing students’ vocabulary knowledge using the Facebook environment. Indonesian Journal of Applied Linguistics, 5(2), 217–230. https://doi.org/10.17509/ijal.v5i2.1346

Kaur, N. (2014). Autonomous Language Learning Behaviour: The Role of Instructional Mediation in Vocabulary Development. Pertanika Journal of Social Science and Humanities, 22(2), 589–603.

Khalifa, S., & Shabdin, A. (2016). Autonomy in Vocabulary Learning: Vocabulary Learning Strategies Teaching Programme for EFL Libyan Learners. Arab World English Journal, 7(1), 140–159. https://doi.org/10.24093/awej/vol7no1.10

Kuder, S. J. (2017). Vocabulary Instruction for Secondary Students with Reading Disabilities: An Updated Research Review. Learning Disability Quarterly, 40(3), 155–164. https://doi.org/10.1177/0731948717690113

Laufer, B., & Nation, I. S. P. (2012). Vocabulary. In S. M. Gass & A. Macke (Eds.), The Routledge handbook of second language acquisition (pp. 163–176). Routledge. https://doi.org/10.4324/9780203808184.ch10

Levesque, K. C., Kieffer, M. J., & Deacon, S. H. (2017). Morphological awareness and reading comprehension: Examining mediating factors. Journal of Experimental Child Psychology, 160, 1–20. https://doi.org/10.1016/j.jecp.2017.02.015

Love, M. (2018). Promoting Vocabulary Knoweldge In Inclusive Science Classrooms: Comparison Of Instructional Methods [University of Nevada, Las Vegas]. http://dx.doi.org/10.34917/14139885

Miyatsu, T., & McDaniel, M. A. (2019). Adding the keyword mnemonic to retrieval practice: A potent combination for foreign language vocabulary learning? Memory and Cognition, 47(7), 1328–1343. https://doi.org/10.3758/s13421-019-00936-2

Mousavian, S., & Siahpoosh, H. (2018a). Global Journal of Foreign Language Teaching. Global Journal of Foreign Language Teaching, 8(3), 94–103. scholar.google.com

Mousavian, S., & Siahpoosh, H. (2018b). The Effects of Vocabulary Pre-teaching and Pre-questioning on Intermediate Iranian EFL Learners’ Reading Comprehenstion Ability. International Journal of Applied Linguistics and English Literature, 7(2), 58. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.58

MyEnglishPages.com. (n.d.). Reading Comprehension - Ernest Hemingway’s Iceberg Theory. Retrieved January 29, 2021, from https://www.myenglishpages.com/site_php_files/reading-ernest-hemingway-style.php

Past, T. (2019). Pre-Teaching Vocabulary for Improving Reading Comprehension. Temple University Japan Studies in Applied Linguistics, 122, 37–46. scholar.google.com

Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 1–17. https://doi.org/10.1016/j.system.2019.102190

Velikaya, E. V. (2020). The challenges and opportunities of creating an effective lesson at tertiary level. Indonesian TESOL Journal, 2(2), 116–127. https://doi.org/10.24256/itj.v2i2.1346

Downloads

Additional Files

Published

2021-11-29

Issue

Vol. 3 No. 2 (2021): Indonesian TESOL Journal (October)

Section

Articles

Citation Check

License

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)