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Etymology of Modern English Vocabulary.



Chapter I. English Proficiency and Vocabulary Learning 1.1 The role of Instructional context
1.2 Providing Rich and Varied Language Experiences

Chapter II. Breadth of Vocabulary Knowledge 2.1 Depth of Vocabulary Knowledge
2.2Use of Receptive and Productive Vocabulary Knowledge 2.3Teaching students who are clearly of different levels.

Conclusion Used literature



Considering the wealth of research on second and foreign language vocabulary learning, it is well established and documented that vocabulary knowledge is dynamic and incremental in nature. While some aspects of vocabulary knowledge might be mastered in a short period of time, others need a long time to be established, and longitudinal research could provide insights into precisely how language learners approach vocabulary learning, both within and beyond the classroom.

Actuality of the work. The present article reviews the recent literature on the development of vocabulary knowledge, drawing on the three major types of vocabulary knowledge: breadth (how many words of the target language learners know), depth (what the learners know about the target words) and degree of mastery of receptive and productive vocabulary knowledge. The findings reported in these studies revealed that the process of acquiring vocabulary knowledge is not only complicated but that multiple knowledge dimensions are gradually learned and sooner than others.
Aim of the work. The literature has identified that vocabulary learning is incremental in nature, as the mastery of a word is gradual and the learner needs to be exposed to it many times. Achieving mastery of second language vocabulary requires the learner to undergo a complicated process of a comprehensive understanding of different aspects of vocabulary knowledge such as form, meaning and use However, complete mastery of the different facets of vocabulary knowledge cannot be achieved through a limited number of contexts and exposures. This is because ―vocabulary learning is not an all-or-nothing piece of learning but is rather a gradual process of one meeting with a word adding to or strengthening the small amount of knowledge gained from previous meetings‖.
According to Henriksen , the incremental nature of acquiring vocabulary knowledge can be described in three components: breadth of vocabulary knowledge (partial/precise knowledge of known words in the target language),

depth of vocabulary knowledge (how well are words known in regard to meaning

and use), and use of receptive and productive vocabulary knowledge.

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