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Myths about Teaching and Learning Second Language ...
TESLR eporter37,2(2004), pp. 1-13 Myths about Teaching andLearningSecondLanguageVocabulary:What RecentResearch SaysKeith S. FolseUniversityofCentralFlorida,USAI ntroduction1 Learninga languageentailslearningnumerousaspectsab outthatlanguage,includingitspronunciatio n,writingsystem,syntax,pragmatics,rhetor icalmodesforreadingandcomposition,cultur e,andspelling, (L2)researchreflectsthisimportance,assee nin ( ,naturalcontextordirectinstruction)(Lauf er&Shmueli,1997;Zimmerman,1997),learners 'vocabularylearningstrategies(Gu,1994;Le ssard-Clouston,1994;Sanaoui,1995;Nassaji ,2003),thedevelopmentofL2learners'vocabu laries(Laufer,1998;Schmitt,1998;Nesselha uf,2003),the useofLlor L2 forinitialwordpresentation(Prince,1995;G race,1998),theeffectofdifferentpracticea ctivitiesonlearning(Joe,1995,1998.)
2 TESLReporter Myth 1 Vocabulary is Not as Important in Learning a Foreign Language as Grammar or Other Areas Comprehensible input helps learners figure out how a language works.
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ENGLISH, English language, Grammar, Translation, TRANSLATION ANALYSIS AND ASSESSMENT OF, Translation procedures, strategies and methods, English Cognitive Direct Method from, English Cognitive Direct Method from the Perspective of Knowledge Management, The busuu Efficacy Study, National Curriculum – EXPECTED At National Standard, CONTENT-BASED SECOND LANGUAGE TEACHING