Some vocabulary researchers (e.g., Laufer & Sim, 1985) have stressed the importance
of high-frequency words for learners of English, because a relatively small
number of words constitute the bulk of words encountered in text. However,
the most effective methodology for teaching high-frequency words still needs to
be explored, given that such words are also the most likely to have multiple
meanings. Others have stressed the importance of focusing on words intermediate
in frequency—not so frequent that they are already known by almost
everyone, yet frequent enough to be worth teaching. Much remains to be
learned about identifying these words and about the effectiveness of instructional
approaches that focus on such words. Another dimension of choosing
words for instruction has to do with the relationships among instructed words.
Materials for learners of English as a second language often group words on the
basis of meaning. However, some evidence suggests that teaching words in
groups that are highly similar in meaning is a hindrance, rather than an aid, to
learning (Tinkham, 1993; Waring, 1997).
Some vocabulary researchers (e.g., Laufer & Sim, 1985) have stressed the importanceof high-frequency words for learners of English, because a relatively smallnumber of words constitute the bulk of words encountered in text. However,the most effective methodology for teaching high-frequency words still needs tobe explored, given that such words are also the most likely to have multiplemeanings. Others have stressed the importance of focusing on words intermediatein frequency—not so frequent that they are already known by almosteveryone, yet frequent enough to be worth teaching. Much remains to belearned about identifying these words and about the effectiveness of instructionalapproaches that focus on such words. Another dimension of choosingwords for instruction has to do with the relationships among instructed words.Materials for learners of English as a second language often group words on thebasis of meaning. However, some evidence suggests that teaching words ingroups that are highly similar in meaning is a hindrance, rather than an aid, tolearning (Tinkham, 1993; Waring, 1997).
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