Vocabulary Acquisition in Modern Greek as a Second or Foreign Language: Explicit and Incidental Teaching – Acquisition Strategies
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Abstract
Greek vocabulary acquisition in a second or foreign language is a crucial component of language proficiency. It can be achieved through two primary approaches: explicit teaching and incidental teaching. Each method has its own characteristics and strategies that influence the process of learning and acquiring vocabulary in different ways. Explicit teaching refers to deliberate, structured vocabulary instruction, such as learning through word lists, targeted exercises, memorization, or flashcards. This approach is particularly suitable for beginner learners and in situations where a rapid expansion of vocabulary is needed, as it helps learners to quickly understand and remember word meanings and usage. The information in this approach is typically derived from textbooks, specialized instructional materials, or digital media developed for direct vocabulary teaching.
In contrast, incidental teaching involves vocabulary learning that occurs through natural interaction with the language, such as listening, reading, conversation, or writing, without vocabulary acquisition being the main goal. (Learners acquire new words from contextual clues such as situations, characters, or the content of the material they read or hear, allowing them to comprehend word meanings and apply them appropriately in real-life contexts (Huckin & Coady, 1999)). This method promotes flexible and in-depth language use, with vocabulary input often coming from direct experiences, extensive reading, or purposeful listening. Effective vocabulary learning in a second language should.
Therefore, integrate both explicit and incidental approaches to provide learners with both foundational language knowledge and the ability to apply it in real-life communication (Schmitt, 2008). These strategies together support sustainable vocabulary development and address the diverse needs of learners across various contexts. Previous studies have shown that explicit vocabulary instruction significantly increases vocabulary size in the short term, especially among beginner learners, whereas incidental learning is associated with a deeper understanding and more sustainable use of vocabulary in authentic contexts. Integrating both approaches into language instruction enables learners to develop both the breadth and depth of vocabulary knowledge in a balanced manner, contributing to long-term success in language learning.
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