ABSTRACT
The reality in many second language classrooms around the globe is that classroom hours fall well short of what is needed to achieve the required level of vocabulary learning. In such time constrained circumstances, teaching and learning priorities need to be carefully established if vocabulary instruction is to be effective and efficient. To this end, this chapter draws on L2 vocabulary research to propose the following six priorities: (1) set vocabulary learning attainment targets; (2) develop learners’ vocabulary learning strategic competence; (3) curate and link vocabulary learning opportunities inside and outside the classroom; (4) maximize vocabulary learning opportunities in classroom activities; (5) assess progress; and (6) embrace technology-mediated vocabulary learning. The second part of the chapter then examines how the roles of teacher and learner factor in shaping vocabulary learning opportunities inside the classroom. This discussion highlights a current paucity of vocabulary research that privileges teacher and learner perspectives.
