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- Learning in rich contexts is valuable for vocabulary learning. Vocabulary tasks should be restructured as necessary.

- Vocabulary learning should entail active engagement in learning tasks.

- Computer technology can be used effectively to help teach vocabulary.

- Vocabulary can be acquired through incidental learning. How vocabulary is assessed and evaluated can have differential effects on instruction.

- Dependence on a single vocabulary instructional method will not result in optimal learning.

It is often assumed that when students do not learn new vocabulary words, they simply need to practice the words some more. Research has shown, however, that it is often the case that students simply do not understand the instructional task involved. Rather than focus only on the words themselves, teachers should be certain that students fully understand the instructional tasks. The restructuring of learning materials or strategies in various ways often can lead to increased vocabulary acquisition, especially for low-achieving or at-risk students. Once students know what is expected of them in a vocabulary task, they often learn rapidly.are several games and other fun activities you can do with students to help them to learn new vocabulary. For example, you can encourage students to participate in Dictionary Races. Give each student a series of words to look up in the dictionary and a copy of a dictionary. Have the students look up the words and write down the definitions. The first student to find and write down all of the definitions wins.can then be encouraged to come up with creative sentences for the words they looked up in the dictionary races. You can ask each student to select a word and write a sentence on the board with that word. If you gave the students a series of related words, you can also have these sentences tie together as a story. Ask one student to begin the story using the first sentence containing a vocabulary word, and go around the room, having each student build upon the story using the next word on the list.activities will help students learn to use the dictionary, and will provide two exposures to the words within a brief context of time. You can then ask the students to identify prefixes, suffixes or roots contained in the words they looked up. Of course, before doing this part of the game, you will need to ensure that each student knows exactly what a prefix, suffix or root is. You can turn this into a contest as well, awarding a prize to the student who can identify the most prefixes or suffixes from your word list within a given period of time.can play this series of games repeatedly with different word lists, mixing in some of the old words each time with some of the new words. With repeated exposure to the existing words and a fun and engaging atmosphere in which to learn new words, students will be able to commit the words to memory more quickly and will have fun in the process.can keep these lists of words, sentences and prefixes/suffixes in a special vocabulary notebook which they review periodically. This will allow them to build upon their knowledge of vocabulary and to slowly learn new words throughout the course of the year. By referring back to existing word lists and definitions in addition to looking up new words, students will experience repeated exposure to the words that they have looked up, ensuring that they commit those words to memory.

teacher should try to get the meaning to the class without using translation. This is not preferable on the ground that translation may or may not provide the meaning of the word accurately and precisely. It is advocated as it enables the class to go without grasping the meaning of a word that they have learned to pronounce rather than to depend upon the translation.there are recommendations on teaching the meaning of the word:

- Perform an action either with your hands and/or a facial gesture if you can.

- Draw or present a picture or representation of the word.

- Write it on the board and spell it out loud pointing to each letter as you go.

- Use props if you can.

- Define the meaning of the word and use it in a few very simple sentences.

- Use a similar word (synonym) to give your students something they can identify and compare it to and put into context.

- Use an opposite word (antonym) so that you are driving a point home by showing a direct contrast to the word.

- Get the pupils to try and put the new word in a few sentences.

- Discuss the word and create a mind map with the students linking several words related to the new word i. e.: dog - barking - fluffy - playful - short-haired etc.

Teaching vocabulary requires use of all senses to get the best results and best memory retention possible.of the key strategies to unfold the information and meaning of a new word to a class are as follows:

. Definitionsin the target language may be very handy if they are expressed in terms that are better known or more easily guessed than the word that is defined. In this direction teachers and students can refer to authentic and reliable dictionaries.

. Self-defining Contextcontext makes the situation clear, and this in turn illuminates the meaning of the new word. This practice saves time and develops an intensive reading habit and better understanding.

. Antonymsone member of a pair of opposites is understood, the meaning of the other can be easily comprehended. This helps the student to understand the different shades of meanings of a word.

. Synonymssynonym may be used to help the student to understand the different shades of meaning if the synonym is better known than the word being taught. Synonyms help to

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