The Use of Contexts for Effective Teaching and Learning of English Vocabulary in Nigerian Secondary Schools

Abstract

This paper examines the use of contexts as a functional approach to effective vocabulary teaching and learning with the aim of enhancing secondary school students’ reading comprehension, writing skills and also their overall linguistic proficiency. Given that vocabulary is fundamental to language learning for communication purpose, research has shown that students can acquire vocabulary knowledge through incidental learning. A highly effective way of achieving this is by exploring a context-based approach which is aimed at adapting methods of teaching to specific situation in which language learning occurs rather than teaching meanings of words in isolation of the context of use. The paper sees register as a useful tool in achieving a context-specific vocabulary instruction. Register is an aspect of language which may vary by field (subject-matter), tenor or style of discourse (relationship between participants) and mode or medium of discourse (channel of communication). This work acknowledges that vocabulary knowledge which includes both internal and external knowledge of words, encompasses the grammar, connotations, denotations and socio-cultural meanings such words carry, which is not limited to single words but also idioms and phrases acquired through a context-based approach. The theory adopted in explaining the context-based vocabulary instruction is Craik and Lockhart’s (1972) cognitive theory of depth processing which states that the deeper information is processed, the better it is recalled. Among various vocabulary teaching strategies, the paper posits that context-based approach is purposeful in attaining language learning objectives. The work provides an example of a context and demonstrates how encountering new words in context underlines the fact that words indeed are used in discourse for communication purposes. The paper therefore posits that incorporating the use of context-based approach into vocabulary instructions can enhance students’ communication skills and ultimately improve their academic performances. It is therefore suggested that teachers of English should expose students to a variety of contexts that will avail them the opportunity for active use of new vocabulary in speaking and writing.