Although the number of studies reviewed and employed here is limited,
they do yield implications for ESL vocabulary-teaching that teachers may
use as theoretical suggestions for creating materials. First, the use of visual
representations such as pictures and drawings can promote vocabulary
retention. Second, L1 translation equivalents, as in Figure 2, can promote L2
vocabulary-learning. Third, higher involvement in vocabulary production
processing, for example, a composition task or retelling a text, can contribute
to vocabulary retention. Finally, task-based vocabulary-learning through
various activities can promote vocabulary learning.
to their proficiency levels. That is, whereas pictures and L1 equivalents
and controlled fill-in tasks are more appropriate at the beginning and intermediate
levels, less controlled tasks such as compositions and retellings may
be more suitable for the advanced level.
Although the number of studies reviewed and employed here is limited,they do yield implications for ESL vocabulary-teaching that teachers mayuse as theoretical suggestions for creating materials. First, the use of visualrepresentations such as pictures and drawings can promote vocabularyretention. Second, L1 translation equivalents, as in Figure 2, can promote L2vocabulary-learning. Third, higher involvement in vocabulary productionprocessing, for example, a composition task or retelling a text, can contributeto vocabulary retention. Finally, task-based vocabulary-learning throughvarious activities can promote vocabulary learning.to their proficiency levels. That is, whereas pictures and L1 equivalentsand controlled fill-in tasks are more appropriate at the beginning and intermediatelevels, less controlled tasks such as compositions and retellings maybe more suitable for the advanced level.
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