HƯỚNG DẪN CÁCH MUA TÀI LIỆU VÀ TẢI TÀI LIỆU TỰ ĐỘNG 
HƯỚNG DẪN ĐĂNG KÝ THÀNH VIÊN THƯỜNG 
[SKKN MÔN TIẾNG ANH] TOPIC-BASED VOCABULARY TEACHING TO STUDENTS MAJORING IN ENGLISH được soạn dưới dạng file word/PDF/ powerpoint gồm 30 trang. Các bạn xem và tải về ở dưới.
Traditionally, the teaching of vocabulary was mostly incidental, limited to presenting new items as they appeared in reading or sometimes listening texts. This indirect teaching of vocabulary assumes that vocabulary expansion will happen through the practice of other language skills, which has been proved not enough to ensure vocabulary expansion.
Today, it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. Some authors, led by Lewis (1993) argue that vocabulary should be at the centre of language teaching, because “language consists of grammaticalised lexis, not lexicalized grammar.” Read (2004) emphasizes that a more direct and organized study of vocabulary and vocabulary instruction will be helpful for second language learners although they certainly acquire word knowledge incidentally while engaged in various language learning activities. The more their word knowledge increases, the more their other language skills (reading, writing, listening and speaking) will develop. With this thought in mind, many researchers conducted their research dealing with vocabulary. They inspired me to continue with this topic for my vocabulary teaching to students majoring in English.
Introduction
Nowadays, it is widely accepted that vocabulary plays an important part in language teaching and should be at the centre of language teaching. More and more researchers have realized the importance of vocabulary acquisition in second language teaching. According to McCarthy (1990), without words a learner cannot communicate or read. David Wilkins (cited in Thornbury, 2002), when mentioning the shift of focus from grammar as the central anchor of language teaching to the lexicon, emphasizes the importance of vocabulary acquisition as follows, “ without grammar very little can be conveyed; without vocabulary nothing can be conveyed.”Traditionally, the teaching of vocabulary was mostly incidental, limited to presenting new items as they appeared in reading or sometimes listening texts. This indirect teaching of vocabulary assumes that vocabulary expansion will happen through the practice of other language skills, which has been proved not enough to ensure vocabulary expansion.
Today, it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. Some authors, led by Lewis (1993) argue that vocabulary should be at the centre of language teaching, because “language consists of grammaticalised lexis, not lexicalized grammar.” Read (2004) emphasizes that a more direct and organized study of vocabulary and vocabulary instruction will be helpful for second language learners although they certainly acquire word knowledge incidentally while engaged in various language learning activities. The more their word knowledge increases, the more their other language skills (reading, writing, listening and speaking) will develop. With this thought in mind, many researchers conducted their research dealing with vocabulary. They inspired me to continue with this topic for my vocabulary teaching to students majoring in English.
