TEACHING VOCABULARY THROUGH CONTEXT: A COGNITIVE APPROACH
Keywords:
vocabulary teaching, contextual learning, cognitive approach, lexical acquisition, inferencing, semantic networks, schema activation, authentic texts, language learning strategies, communicative competence.Abstract
This article examines the effectiveness of teaching vocabulary through context within the framework of the cognitive approach to language learning. It argues that lexical acquisition is significantly enhanced when words are presented and processed in meaningful contextual environments rather than in isolation. The study explores how contextualized input supports the formation of semantic networks, facilitates conceptual understanding, and promotes long-term retention of lexical items. Particular attention is given to cognitive mechanisms such as inferencing, pattern recognition, and schema activation, which enable learners to derive meaning from context and integrate new vocabulary into existing knowledge structures. The article also analyzes pedagogical strategies that support contextual vocabulary teaching, including the use of authentic texts, discourse-based tasks, and guided interpretation activities. The findings suggest that context-based instruction not only improves vocabulary retention but also develops learners’ ability to use lexical items appropriately in real communicative situations.
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