ABSTRACT
It is crucial for learners to know vocabulary in order to understand and communicate in a second language. In this chapter, concepts and theories of second language (L2) vocabulary acquisition are reviewed. The features that distinguished signed language from spoken language in the L2 learning of sign language vocabulary are described. Research studies in effective vocabulary teaching in spoken languages to L2 learners are discussed with implications for sign language vocabulary teaching. Pedagogical practices in sign language vocabulary teaching in L2 classrooms are exemplified. This chapter concludes with a call for future research and suggestions for pedagogy in the teaching of sign language vocabulary to L2 learners.
