Abstract:
Teaching vocabulary well is a key aspect of developing the four basic skills of language among the learners. However, it is daunting to be reminded that the vocabulary of a language like English consists of several hundred thousand words. Although vocabulary learning is not the top priority in EFL (English as Foreign Language) or ESL (English as Second Language) classes, and not even considered in content areas, the crucial role of vocabulary knowledge across the four basic skills has been well recognized in first language situation and this has appeared to be true of foreign language setting as well. However, in relation to the socio-cultural context of Bangladesh, where English is designated as foreign language in academic curriculum, very little is known as to the principles, practices and pedagogical implications of teaching/learning English vocabulary in the EFL classrooms. This paper intends to examine the existing principles and practices of vocabulary teaching/learning in the tertiary level in Bangladesh with a view to exploring the weakness of the prevailing approaches and techniques in vocabulary instructions. In accordance with the emerging pedagogy, attempts have also been made to recommend some techniques and procedures that might be followed in the instructions of English vocabulary in EFL/ESL situations in a private university in Bangladesh.
