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Revitalizing the Concept of Vocabulary Teaching in Professional Education

Received: 16 February 2021     Accepted: 19 March 2021     Published: 26 May 2021
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Abstract

The vocabulary of the English language is compartmentalized in professional degree courses like Engineering, Medical, Law, Pharmaceutical, Arts etc. Due to this the professionals are unable to express themselves convincingly. In due course of the time they become handicapped to use the universal vocabulary related to the field of others and building the gap between industry and academia. The industry is in need of the professionals who can speak to the globe. Because of this limited vocabulary, as the authors are working in the professional colleges observed, that there is a miserable failure when a general topic is given to express. Though the professionals are good at academics fail to express their thought process in an open forum due to lack of vocabulary. It is also observed that the so-called examination system will examine their retention power instead of testing their general ability. The academia on the other hand will not concentrate on universal vocabulary since it is pestered with curriculum and syllabus design. The aspiring students who want to go abroad are struggling to get through the Basic English tests. Since the Common European Framework Reference (CEFR) put some standards in the English language proficiency levels to be recognized globally, the professionals understood the importance of expression. Here exactly the professionals face the building blocks. Though the professionals selected through campus recruitments, feel difficulty to communicate effectively. To reason, the reasons are many to speak on. Hence, the paper is going to address the challenges involved in.

Published in International Journal of Language and Linguistics (Volume 9, Issue 3)
DOI 10.11648/j.ijll.20210903.14
Page(s) 92-99
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Technical, Scientific, General, Vocabulary - Proficiency Tests-reasons

References
[1] Ahmed Masrai and James Milton: Volume 19 No 3 November 2012. TESOL Arabia Perspective www.tesolarabia.org p13-18
[2] Hulstin. J., Hollander, M & Greidanus T (1996). “Incidental Vocabulary Learning by Advanced Foreign Language Students: Dictionary Use and Reoccurrence of Unknown Words.” The Modern Language Journal, 80 p 327-339.
[3] Graves, M (1987) The Roles of Instruction in Fostering Vocabulary Development. In G Mckeown & M. E. Curtis (Eds), “The Nature of Vocabulary Acquisition” 167-184 Hillsdale, N. J. Lawrence Erlbaum.
[4] Meara, P. & Jones, G (1990) Euro Centre’s Vocabulary Size Tests. User’s Guide Zurich, Euro center.
[5] Laufer B. & Hadar, L (1997). “Assessing the Effectiveness of Monolingual, Bilingual and Bilignualized Dictionaries in the Comprehension and Production of New Words”. The Modern Language Journal, 81, 189-196.
[6] Nattinger. J. &De Carrico, J. (1992). “Lexical Phrases and Language Teaching”. Oxford: Oxford University Press.
[7] Nation. I. S. P & Coady J. (1988). Vocabulary and Reading. Vocabulary and Language Teaching. London: Longman.
[8] Summers, D (1988). The Role of Dictionaries in Language Learning: InR. Carter & M Mc Carthy (Eds) Vocabulary and Language Teaching 111-125.
[9] Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. (2002). “Bringing Words to Life: Robust Vocabulary Instruction”. New York, NY: The Guilford Press.
[10] Nation, P. (Ed.). (1994). New ways in teaching Vocabulary. Alexandria, VA: TESOL.
[11] Oxford, R. L. (1990). Language Learning Strategies: “What Every Teacher should know”. Boston: Heinle and Heinle 323.
[12] Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
[13] Fisher, D., & Frey, N. (2008). Improving adolescent literacy: Content area strategies at work. Upper Saddle River, NJ: Pearson Education
[14] Horn burry, S. (2002). How to Teach Vocabulary? England: Pearson 1995). Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press Education Limited.
[15] Ur, P., (1998). A Course in Language Teaching: Cambridge University Press.
[16] Walters, J. D. (2006). 'Methods of Teaching: Inferring Meaning from Context'. RELC Journal, 37 (2), pp. 176-190.
[17] Hyland K, Tse P. (2007). Is there an “Academic Vocabulary”? TESOL Quarterly, Vol. 41 (pgs 235-253).
[18] Al-Masrai, A. (2009). Measuring the English Vocabulary Size of Saudi University Students: Validating a New 10,000 Word Vocabulary Size Test. (Unpublished master’s thesis). Swansea University, Swansea, UK.
[19] Townsend, D. Filippini, A., Collins, P., & Biancarosa, G. (2012) Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students. The Elementary School Journal, 112 (3), 497-518.
Cite This Article
  • APA Style

    Babi Duli, Laxmi Ramana. (2021). Revitalizing the Concept of Vocabulary Teaching in Professional Education. International Journal of Language and Linguistics, 9(3), 92-99. https://doi.org/10.11648/j.ijll.20210903.14

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    ACS Style

    Babi Duli; Laxmi Ramana. Revitalizing the Concept of Vocabulary Teaching in Professional Education. Int. J. Lang. Linguist. 2021, 9(3), 92-99. doi: 10.11648/j.ijll.20210903.14

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    AMA Style

    Babi Duli, Laxmi Ramana. Revitalizing the Concept of Vocabulary Teaching in Professional Education. Int J Lang Linguist. 2021;9(3):92-99. doi: 10.11648/j.ijll.20210903.14

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  • @article{10.11648/j.ijll.20210903.14,
      author = {Babi Duli and Laxmi Ramana},
      title = {Revitalizing the Concept of Vocabulary Teaching in Professional Education},
      journal = {International Journal of Language and Linguistics},
      volume = {9},
      number = {3},
      pages = {92-99},
      doi = {10.11648/j.ijll.20210903.14},
      url = {https://doi.org/10.11648/j.ijll.20210903.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20210903.14},
      abstract = {The vocabulary of the English language is compartmentalized in professional degree courses like Engineering, Medical, Law, Pharmaceutical, Arts etc. Due to this the professionals are unable to express themselves convincingly. In due course of the time they become handicapped to use the universal vocabulary related to the field of others and building the gap between industry and academia. The industry is in need of the professionals who can speak to the globe. Because of this limited vocabulary, as the authors are working in the professional colleges observed, that there is a miserable failure when a general topic is given to express. Though the professionals are good at academics fail to express their thought process in an open forum due to lack of vocabulary. It is also observed that the so-called examination system will examine their retention power instead of testing their general ability. The academia on the other hand will not concentrate on universal vocabulary since it is pestered with curriculum and syllabus design. The aspiring students who want to go abroad are struggling to get through the Basic English tests. Since the Common European Framework Reference (CEFR) put some standards in the English language proficiency levels to be recognized globally, the professionals understood the importance of expression. Here exactly the professionals face the building blocks. Though the professionals selected through campus recruitments, feel difficulty to communicate effectively. To reason, the reasons are many to speak on. Hence, the paper is going to address the challenges involved in.},
     year = {2021}
    }
    

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    JO  - International Journal of Language and Linguistics
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    AB  - The vocabulary of the English language is compartmentalized in professional degree courses like Engineering, Medical, Law, Pharmaceutical, Arts etc. Due to this the professionals are unable to express themselves convincingly. In due course of the time they become handicapped to use the universal vocabulary related to the field of others and building the gap between industry and academia. The industry is in need of the professionals who can speak to the globe. Because of this limited vocabulary, as the authors are working in the professional colleges observed, that there is a miserable failure when a general topic is given to express. Though the professionals are good at academics fail to express their thought process in an open forum due to lack of vocabulary. It is also observed that the so-called examination system will examine their retention power instead of testing their general ability. The academia on the other hand will not concentrate on universal vocabulary since it is pestered with curriculum and syllabus design. The aspiring students who want to go abroad are struggling to get through the Basic English tests. Since the Common European Framework Reference (CEFR) put some standards in the English language proficiency levels to be recognized globally, the professionals understood the importance of expression. Here exactly the professionals face the building blocks. Though the professionals selected through campus recruitments, feel difficulty to communicate effectively. To reason, the reasons are many to speak on. Hence, the paper is going to address the challenges involved in.
    VL  - 9
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Author Information
  • Department of English, Anurag University, Venkatapur, Ghatkesar, Hyderabad, India

  • Department of English, Anurag University, Venkatapur, Ghatkesar, Hyderabad, India

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