ABSTRACT
A recent study analyzed about 660 hours of observations over a course of 4 days in 55 classrooms in schools with a range of socioeconomic statuses. More concerning is that teachers serving in economically disadvantaged schools explained words less often and were less likely to address sophisticated words than teachers serving in economically advantaged schools. More specifically, acquisition is effortless, informal, social, subconscious, dependent on attitude, and it focuses on the message. Comprehensible input: This is the secret ingredient to acquiring language, although it is no. really that secret. Unfortunately, it is no. quite as simple as just providing repetitive comprehensible input. It is possible that teachers do include additional vocabulary in the lessons above, but the chapter has found the concept of writing and posting language objectives confusing and, more importantly, not relevant to the actual teaching and learning of vocabulary.
