 The very idea Of teaching vocabulary Strikes me As somewhat problematic.

Not that vocabulary

can't be taught—it can be, and teaching it is not terribly difficult. But looking back on my own
language learning experience, 1 note that not very much of my foreign language taught to me in
a language by a teacher, or by anyone at all. 1 learned most words by ing textbooks, using
vocabulary lists and flash cards, guessing from context while reading or listening, or looking
them up in my trusty old dictionary. In short, I did most of my learning on my own. More to the
point. I don't see how 1 could have developed an adequately
 on a moment's reflection, it is not hard to see why students must be self-reliant in vocabulary
acquisition. First, they need to learn thousands ofwords, more than even the most zealous teacher is
likely to bc able to explain in class. Second, learning any single word often involves much more than
memorizing its basic meaning; it also involves learning how it is used, what other meanings it has.
connotations it has. what words it is used with, how formal it is, and even how frequently it
is used. Obviously. such a thorough introduction to a few words, let alone the huge number of words
students eventually need to master, would take far too much class time.
 This chapter examines what students need to achieve in vocabulary study and how they can pursue
these goals. Throughout, I argue that vocabulary study provides an especially clear case for why it
is so important for learners to take command of their own language learning.
 Vocabulary Acquisition: The Goal

 It is helpful to think of command of vocabulary as falling into two categories: productive and receptive.
Productivecommand of a word involves being able to use it appropriately in speech or writing. As
suggested above, productive command can require knowing quite a lot about a word. Take the everyday
word dog as an example:

 basic meaning: A dog is a four legged creature that can be trained to chase sticks.
 other meanings: Tödog• to follow persistently; dog-tired— very tired; a dog. something worthless or useless;
dogs • slang for feet; You dog! • You scoundrel!
 parts of speech: Dogis usually a noun but can also be a verb ( The scouts his trail# hours,). It can also modify
nouns like an adjective (as in dog tag or doghouse).
 usage: When it is a countable noun (a dog dogs), it usually refers to an animal. When used as a mass
noun (l like dog). it refers to a controversial dinner option.
 connotation: Even though people think of the dogas man's best friend, the word gen. erally has bad
or insulting connotations. However. dogs (feet) has a rural flavor (or is associated with old Hush
Puppies shoe commercials). You (swarthy) dog! has a slightly antique sound to it. conjuring up
visions of a swashbuckler in an old pirate movie.
 collocation:) Dog is often paired with eat (It; raining cats and dogs.).
 level of formality: When referring to the animal. dogis not markedly formal or inf01% mal.
Dog-tired is somewhat informal. and dogs (feet) is very informal.
 frequency ofappearance: The word
dog is much more common than the
synonym

 good to speak