THE LEXICAL FREQUENCY ON THE TEACHING AND LEARNING PROCESS OF ENGLISH IN HIGH SCHOOL
Main Article Content
Abstract
This research aimed to design a strategy based on the Lexical Frequency approach for acquiring vocabulary in the classroom. The scientific literature suggests that this approach helps in learning a language because students can understand the new words learned from a more dynamic approach and put them in a natural context according to the context in which they are going to develop. This study was carried out in Portoviejo, at the Raffaello Santi School, with a total population of 8 English teachers. The methodology applied was the concurrent mixed approach. The data suggests that the teaching staff of this institution do not apply the Lexical Frequency approach to vocabulary teaching, giving priority to others such as the communicative approach.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Kartal, G., & Sarigul, E. (2017). Frequency effects in second language acquisition: An Annotated Survey.
Nation, P. (2013). What should every EFL teacher know? Compass Publishing.
Nation, P. (2007). The Four Strands. Innovation in Language Learning and Teaching, 1(1), 2–13.
Webb S. N. (2012). Teaching vocabulary. The encyclopedia of applied linguistics, 1-7
Hougham, D. G. (2019). What Should Every EFL Teacher Know? Journal of Asia TEFL, 16(4), 1454.
Teng, F. (2016). The effects of context and word exposure frequency on incidental vocabulary acquisition and retention through reading. The Language Learning Journal, 1-14.
Tang, E. (2007). An exploratory study of the English vocabulary size of Hong Kong primary and junior secondary school students. The journal of Asia TEFL, 125-144.
El Morabit, A. (2020). Evaluating the Lexical Load of the Reading Comprehension Texts in EFL. International Journal of Linguistics and Translation Studies, 42-53.
Tolchinsky, L. (2014). El uso de corpus lingüísticos como herramienta pedagógica. Textos de didáctica de la lengua y de la literatura, 2014, vol. 65, num. Enero-Marzo, 9-17.
Ezqueberra, M. (2004). La frecuencia léxica y su utilidad en la enseñanza. Universidad Complutense de Madrid (págs. 19-39). Madrid: Centro virtual Cervantes.
Ministerio de Educación (2019) Currículo de los Niveles de Educación Obligatoria (pgs 193-198). Quito: Houghton Mifflin Harcourt
Cáneppa Muñoz, C. D. (2018). THE HISTORY OF ENGLISH LANGUAGE TEACHING IN ECUADOR. Revista Pertinencia Académica., (7), 39-52.
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publicat
Sevy-Biloon, J., Recino, U., & Munoz, C. (2020). Factors affecting English language teaching in public schools in Ecuador. International Journal of Learning, Teaching and Educational Research, 19(3), 276-294.
Acosta, H., & Cajas, D. (2018). Analysis of teaching resources used in EFL classes in selected Ecuadorian universities. Indonesian Journal of Applied Linguistics, 8(1), 100-10
Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The Impact of Using "Pixton" for Teaching Grammar and Vocabulary in the EFL Ecuadorian Context. Teaching English with Technology, 18(1), 53-76.
Burgin, X., & Daniel, M. C. (2017). Exploring English language teaching in an Ecuadorian urban secondary institution. GIST–Education and Learning Research Journal, (14), 107-134.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in second language acquisition, 303-317.