To teach or not to teach vocabulary Some researchers (Krashen 1982, 1989, Parry 1991, Oxford & Scarcella 1994) argue that significant gains in learners' vocabulary can be achieved through exposure to the language through reading, listening and speaking in what is referred to as “incidental” learning of vocabulary. They believe that efforts to work on vocabulary in non-fully contextualized activities are of limited benefit to learning.

Carrell 1984, Carter 1987, Oxford & Crookall 1990, Gu and Johnson 1996) argue that “incidental” learning of vocabulary, while important, provides mainly receptive knowledge of words, but falls short of developing active control of vocabulary. Such control can be best achieved by “intentional” teaching of vocabulary through fully or partially contextualized contexts.

First engagement at home (listening and writing) First engagement at home (listening and writing) In-class activation tasks that require use of new vocabulary Interaction among students creating “personal” contexts for new vocab Interaction among students creating “personal” contexts for new vocab Reporting, expanding, and polishing Focus on accuracy in pronunciation, grammar, and usage Reporting, expanding, and polishing Focus on accuracy in pronunciation, grammar, and usage Additional Activation Utilize the vocabulary in other skills Additional Activation Utilize the vocabulary in other skills Ownership Further activation and contextualization Working on the “main text”