ABSTRACT
This chapter focuses on the key principles of vocabulary acquisition and how they guide current vocabulary pedagogy. It also focuses on vocabulary acquisition issues which include the overall inattention to vocabulary instruction during different eras, the importance of learning a large number of words, the necessity of learning various aspects about these words, receptive and productive mastery. Issues also include knowledge of formulaic language, the incremental nature of vocabulary acquisition, and the need for multiple incidental and intentional exposures to a word in order to develop a proficient enough mastery to be able to use it appropriately in all situations. The early 20th century was characterized by the vocabulary control movement (VCM), which attempted to raise the status of vocabulary in second language (L2) learning. Teaching cognates could either entail explicit instruction or awareness-raising, which could facilitate learners recognizing and understanding L2 cognate items.
