A COMPARATIVE ANALYSIS OF TEACHING VOCABULARY IN CONTEXT AND BY DEFINITION

Abstract

This comparative analysis explores two distinct approaches to teaching vocabulary: in context and by definition. The study aims to examine the effectiveness of each method in enhancing students' vocabulary acquisition, retention, and comprehension. By comparing the benefits and limitations of teaching vocabulary in context versus teaching it by definition, educators can gain valuable insights into best practices for promoting vocabulary development among learners. The approach of teaching vocabulary in context involves presenting new words within meaningful sentences or passages, allowing students to infer the meaning of unfamiliar words based on the surrounding text. This method emphasizes the importance of providing students with opportunities to encounter new words in authentic contexts, facilitating a deeper understanding of word meanings and usage. Proponents of this approach argue that teaching vocabulary in context promotes active engagement with language and fosters connections between new words and existing knowledge, leading to improved retention and application of vocabulary skills. This comparative analysis aims to provide insights into the optimal methods for teaching vocabulary, offering practical recommendations for educators seeking to enhance students' language proficiency and literacy skills through targeted vocabulary instruction.