The Incorporation Of Vocabulary Teaching Strategies Into Reading Lessons In EFL Context

Abstract

Vocabulary is considered the core of a language on which EFL learners rely profoundly when they decide to learn a foreign language. Learners’ success in mastering vocabulary cannot be alienated from their own efforts as well as teaching strategies implemented by EFL teachers in the classroom context. This study aims at discovering the EFL teachers’ vocabulary instructional strategies

in the classrooms with reading as the emphasized skill. The data were obtained through observation and interview. From the observation results, it was revealed that they employed a number of

vocabulary teaching strategies which belong to the categories of explicit and implicit vocabulary

instruction. Furthermore, these four EFL teachers shared several strategies which were commonly applied when they focused on reading instruction in their teaching practices. This study also examines the implementation of the most shared strategy, which was Translation strategy. The implication of this study for English teaching and learning will be discussed.