This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.

1. ENHANCING
VOCABULARY
ACQUISITION:
EXPLORING
BEST
PRACTICES IN
TEACHING
Gerald G. Guinto
Bulacan State University-Graduate School

2. Effective vocabulary instruction is crucial for fostering language proficiency and
academic success. This research highlights the best practices in teaching
vocabulary, drawing upon current research and educational strategies. The
paper examined key approaches, techniques, and considerations for educators
seeking to optimize vocabulary acquisition in their classrooms. It explored the
significance of explicit vocabulary instruction, emphasized the importance of
explicitly teaching word meanings, usage, and context. After a critical analysis
of the anecdotes and stories of the teachers, helpful tips and insightful
conclusions are offered to assist and guide the English Language teacher in
making vocabulary teaching experience a fruitful one. The research revealed
benefits of integrating various instructional methods such as direct
explanations, mnemonic devices, visual aids, and real-world applications to
enhance students' comprehension and retention of new words.
Abstract
Key Ideas: vocabulary acquisition, best practices, explicit vocabulary instruction, context

3. Literature Review
According to Miranda (2013),
vocabulary knowledge is one of
many factors that allow readers to
get information from a given text.
De Leon (2010) stated that
vocabulary, in a more specific
sense, refers to the kind of words
that students must know to read
increasingly demanding text with
comprehension. Deficiency in
word identification skills and in
adequate vocabulary will mean
failure in reading.
Relatedly, Castro (2013) pointed out
that it is very difficult to acquire and
store all the vocabulary there is; hence,
learners have to look up or infer the
meaning of the word by using
dictionary and getting the meaning of
words through context clues. As Santos
stressed, (2016), vocabulary knowledge
is an important component of linguistic
competence which, together with
discourse competence, socio-cultural
competence, and strategic
competence, forms the four-fold
framework of communicative
proficiency.
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4. Literature Review
According to Paul Nation (2010),
there are a number of ideas in
teaching vocabulary and they are
not simple techniques. He believes
that vocabulary learning is a very
good way of using valuable
learning time. Indeed, a well-
balanced vocabulary course
should have its rightful place in a
learning program taking into
consideration the meaning-
focused input where students
learn vocabulary for use in
communication.
It is important to note that vocabulary is at the
center of language teaching mainly because
language consists of words and grammar-enriched
lexis. Teachers must be concerned about how
students learn, how their minds work to acquire a
new language. Strategies for vocabulary teaching
hold that teachers should turn students’ receptive
vocabulary items into productive ones, which
means encouraging students to learn and use
lexical items eventually. For this purpose, teachers
need to use authentic and related materials that
expose students to rich, naturally-occurring
language. Learning vocabulary is fundamental. If
learners are into activities such as writing a story,
taking part in a conversation, or comprehending
written text, they need to know vocabulary for
each situation.
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5. VocabularyTeaching
Wasik and Iannone (2013)
explained that subjects such as
Practical Research 1 and 2 and
English for Academic and
Professional Purposes require
much reading and vocabulary
knowledge. The same subjects
target competencies which are
pre-requisite in tertiary
education. However, not
everyone in the higher grades is
ready for the requirements.
Some reasons behind poor
vocabulary include poverty, lack
of vocabulary instruction and
exposure to meaningful
conversations. Poor reading
habits are similarly cited as
causing vocabulary deficiency.
Matienzo (2012) stated that
vocabulary learning strategy
(VLS) may involve preferences
and procedures, entail
knowledge, and improve
effectiveness of vocabulary
learning. By employing VLS,
teachers help students to reach a
level of vocabulary proficiency.
According to Cruz (2015),
knowledge of vocabulary is
salient especially for junior and
senior high school learners for
them to acquire the
competencies required by the
Department of Education
(DepEd) and to survive academic
challenges which entail a lot of
reading.
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6. Statement of the Problem
• This study aims to investigate and identify effective
strategies and approaches for improving vocabulary
acquisition in educational settings. The study aims to
explore various best practices in vocabulary instruction
and provide insights into the most effective methods and
techniques that teachers can employ to enhance
students' vocabulary learning.
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7. The study seeks to address questions such as:
• What are the most effective instructional approaches for
teaching vocabulary?
• How can educators create a vocabulary-rich environment
to facilitate vocabulary acquisition?
• What are the best strategies for teaching vocabulary to
diverse learners with varying language proficiency levels?
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8. By examining existing research, educational
strategies, and empirical evidence, the study
aims to contribute to the field of vocabulary
acquisition by providing practical
recommendations and insights for educators.
The ultimate goal is to help teachers optimize
their vocabulary instruction practices,
promote effective vocabulary learning among
students, and support their overall language
development and academic success.
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9. 9
Methodology
The study utilized the appreciative inquiry to amplify the positive elements in
vocabulary teaching. Questions involved were generative, open-ended that
encourage dialogue and reflection. Shared understanding was fostered and meaning
through multiple perspectives was co-created.
Interview was conducted with experienced educators in English Language to gather
qualitative data on their perspectives, experiences, and recommendations regarding
vocabulary acquisition and effective teaching practices.

10. 10

11. THANKYOU
GERALD G. GUINTO
0966-534-5244
2022107449@bulsu.edu.ph
Website