Resumen de Vocabulary explanation in English-major university classrooms in China
The field of second language pedagogy has witnessed an increasing interest in the idea of isolated vocabulary instruction, with the suggestion that it should be included within vocabulary learning programmes. Despite this increase in interest, very little has been written about how such instruction might be conducted in classroom contexts. This article attempts to fill that gap. It investigates and analyses how four English-major instructors ran vocabulary explanations in their classes and their thinking behind their teaching practices. Based on the findings, implications are discussed and some possible changes to teaching practices are proposed.
