ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
79
ACADEMIC VOCABULARY: HOW TO TEACH AND STUDY IT
Khalilova Kamola
Lecturer of “History and Philology Department”
At The Asia International University
https://doi.org/10.5281/zenodo.8340852
Abstract.
Academic vocabulary is considered the most important factor in increasing
learners’ lexical competence, critical thinking, and making decisions, mainly at primary school,
secondary school, and university. Therefore, there have already been numerous investigations
related to this topic. However, when it comes to teaching and studying academic vocabulary in
the education system, there would be some problems about what kinds of instructions should be
utilized by educators and what sorts of methods are proper for learners. Moreover, not only native
students but also international university students might face difficulties with studying and
understanding English academic vocabulary. Therefore, the aim of the paper is to shed more light
on the importance, facilitations of academic vocabulary in the teaching and studying process by
reviewing what have been found previously, through analysis of theoretical frameworks. The paper
will also focus on how to teach academic vocabulary to adult EFL and ESL learners at
intermediate level and also secondary school ELL learners.
Key words:
Academic vocabulary; lexical competence; critical thinking.
АКАДЕМИЧЕСКАЯ СЛОВАРЬ: КАК ЕЕ ПРЕПОДАВАТЬ И ИЗУЧАТЬ
Аннотация.
Академическая лексика считается важнейшим фактором повышения
лексической компетентности учащихся, критического мышления и принятия решений,
главным образом в начальной, средней школе и университете. Поэтому уже было
проведено множество расследований, связанных с этой темой. Однако когда дело доходит
до преподавания и изучения академической лексики в системе образования, могут
возникнуть некоторые проблемы с тем, какие инструкции должны использовать
преподаватели и какие методы подходят учащимся. Более того, не только местные
студенты, но и иностранные студенты могут столкнуться с трудностями в изучении и
понимании английской академической лексики. Таким образом, цель статьи - пролить
больше света на важность и облегчение использования академической лексики в процессе
преподавания и обучения путем обзора того, что было обнаружено ранее, посредством
анализа теоретических основ. В документе также основное внимание будет уделено
тому, как преподавать академическую лексику взрослым учащимся EFL и ESL на среднем
уровне, а также учащимся ELL в средней школе.
Ключевые слова:
академическая лексика; лексическая компетентность;
критическое мышление.
Academic vocabulary refers to the set of words that are linked to academic discourse and
can be utilized in many disciplines. According to what Nation (2001, p.4) claims, academic
vocabulary is variously known as "useful scientific vocabulary, sub-technical vocabulary, semi-
technical vocabulary, specialized non-technical lexis, and frame words". Paquot (2010) depicts
academic vocabulary as being "a set of alternatives to refer to those activities that characterize
academic work, organize scientific discourse, and organize the rhetoric of academic texts" (p. 28).
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
80
However, these definitions are general and do not specify what constitutes academic
vocabulary. Baumann (2010) defines academic vocabulary as "the complex process for learners
who encounter the words when they read real informational text".
Meanwhile, some authors define the definition of the academic vocabulary differently,
based on the source and context in which the term is used. In accordance with what has been
suggested by Gottlieb, Carnuccio, Ernst-Slavit & Katz (2006) academic vocabulary is "utilized
to acquire a new or deeper understanding of content related to the core of curriculum areas and
communicate that understanding to others. Students must also utilize it to effectively participate
in the classroom environment" (p. 7).
Besides, we need to understand how much academic vocabulary plays an essential role in
a student’s academic achievement. Because the stronger a student’s vocabulary skills, the more
likely they may succeed. Academic vocabulary is vital to succeeding in an academic career, so it
needs to be taught and studied (Nushi, M. 2016). Furthermore, on the importance of vocabulary
knowledge, Nation (2010) also claims that learning English vocabulary, especially academic
vocabulary, is one of the most essential tasks encountered by English learners. Alternatively,
Harmon, Hedrick, and Wood (2005) have emphasized that if students are not familiar with
vocabulary in their professions, they do not become masters of their field.
These authors have linked the importance of academic vocabulary to an academic career.
However, some other writers think that another aspect of the importance of academic vocabulary
is based on academic experience. According to Friedberg, Mitchell, and Brooke (2006), "in order
to obtain knowledge through independent reading and participate in meaningful discussion in the
classroom, students must master the complex words and phrases that characterize the language of
school" (p. 1). The main reason why academic vocabulary is exceedingly vital is that it can be
utilized as an intellectual tool to inspire students’ critical thinking, problem solving, and decision-
making skills (Washburn, 2009).
How is Academic vocabulary studied?
During the process of learning English, the most of the learners have to learn new words,
also they always encounter general and academic vocabulary when they study subjects which are
taught in English language. Moreover, they would use variety of ways to memorize especially,
academic vocabulary, because these words seem them more complex to learn. However, they
might use irrelevant methods to learn academic vocabulary. For instance, elementary levels of
learners just write unfamiliar words and their translation on the notebooks, but they cannot use
them in the oral and written speech properly.
By this way, active vocabulary turns into passive. Tricia A. (2021) has suggested that
learning academic vocabulary by making sentences, highlighting unfamiliar words, and doing
activities, related to these words is considered effective ways. Besides, at the advanced level,
learners might utilize various online tools, especially Google, or traditional dictionaries, to look
up unfamiliar academic words. When students use a traditional dictionary, they will purposefully
divert their focus from the assignment, which could impede learning.
However, (Nushi, 2016) has recommended online tools such as " Dictionary.com,
Merriam-Webster Online, and AskOfxord.com that can provide a variety of definitions, examples,
illustrations, synonyms, antonyms, and collocations during the English class." Most students tend
to make mistakes in learning academic vocabulary because of a lack of knowledge about the
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
81
effective methods of learning vocabulary. In this situation, they might rely on teachers’
approaches.
How is academic vocabulary taught?
Researchers have long investigated and debated how to present relevant methods and
strategies for both ESL and ELL learners in teaching academic vocabulary. Because teaching
academic vocabulary to advanced students has its own challenges, and the methods we utilize
successfully with lower-level learners are not always suitable for upper-intermediate. Besides, in
boosting early vocabulary, educators might select irrelevant strategies.
Firstly, in teaching academic vocabulary, it is important to pay enough attention to target
learners and their background knowledge, level of grade, and also peculiarities. In this paper, I
have presented researchers’ several methods, strategies, and instructions for how to teach academic
vocabulary efficiently, especially to ELLs. For instance, to teach academic vocabulary, Sharon
Jackson (2010) has used direct vocabulary instruction for fifth-to seventh grade English language
learners.
Because it is vital to teach academic vocabulary directly so that students can understand
the vocabulary in its academic context, However, it is insufficient to boost students’ vocabulary
development. Support students’ vocabulary growth by getting them involved in discussions, giving
them the chance to read a variety of texts, and raising their awareness of language use in everyday
life (Sharon J. 2010).
Moreover, Nushi (2016) recommended the Frayer model method to teach vocabulary to
ESL students, which is helpful in developing students’ vocabulary by providing them with
examples and non-examples. Through this method, educators give a variety of definitions of a new
word by presenting it from a text book and in their own words. Furthermore, learners might make
sentences by using new words. Alternatively, this method is considered absolutely time-
consuming and best applied to theoretically proper concepts. In my opinion, this method would
serve as a manual for many ESL educators.
Apart from these methods, teachers of young learners should consider how to increase
young learners' reading comprehension by teaching vocabulary, which is not only general but also
academic vocabulary, and also encourage them to be interested in using these words in oral or
written speech (Tricia A. 2021). Yet, the educator needs to choose the proper words to teach them
and relevant methods. In teaching academic vocabulary, educators mainly use vocabulary picture
cards in order to provide a vital visual aid to support new word learning, and they might consider
the peculiarities of young learners (August, 2018).
However, Tricia (2021) has claimed that selecting images clearly is a critical process and
often challenging step, and without one or two sentences that depict the picture, the connection to
academic words is unclear. So that the image should be more likely to illustrate a context that
children can relate to.
When it comes to teaching academic vocabulary to the ELLs, especially international
students who study in the other field, such as mathematics, they would come across many
challenges in studying math in English, because of the lack of knowledge of math vocabulary.
Hence, it causes to misunderstand the theme (Hoffert, 2009). Mostly, educators are required to pay
attention ELLs background knowledge to select proper instructions and apps such as Academic
Word List (Murrey, 2008).
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
82
Conclusion
According to Nagy &Townsend (2012), academic vocabulary is a crucial component of
academic language and must be efficiently acquired with the help of teachers both directly and
indirectly. All methods which have been discussed above, are applied widely in classes. Also, most
educators utilize them in their English classes. Besides, I identified that skilled teachers always
pay attention to the learners’ background knowledge to choose proper methods in learning
academic vocabulary. In effect, the students eventually would use academic vocabulary properly
in variety of disciplines or academic career.
Likewise, we can observe that during the studying academic vocabulary, many secondary
language student errors to use academic vocabulary in academic discourse. Although they become
familiar with academic words, they cannot use it as active word in their oral and written speech.
Hence, in the paper, several effective methods were presented which have been recommended by
researchers. I feel that it would be helpful to able to select suitable methods in teaching and learning
academic vocabulary. The studied many articles of teaching and studying gave me several essential
information which I will utilize in in my teaching process.
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ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 9 / UIF:8.2 / MODERNSCIENCE.UZ
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