Personal Vocabulary Analysis

There are many ways of these lexical features can be used. Here are some of those strategies:

Ask learners to skim the text, and then ask learners to find all the examples of the lexical feature. Learners then work on the meanings of phrases provide for them some definitions, synonyms, or L1 translations of the target words, Ask leaners to study the targeted items and analyze them, and provide them with the same texts, and finally ask learners to write their own texts.

Short authentic texts such as literary texts are potentially rich in vocabulary learning. These texts display words in ways that are typical of their special text type. Moreover, a large part of their coherence is due to their lexical patterning. By accessing to the Internet, you can get such texts relatively easily available. Collecting a group of such texts - and encouraging learners to find the similar – can provide a valuable resource for learners at all

336)”. While Sheehan (2002) states vocabulary as “the ability to understand and use words to acquire and convey meaning (Sheehan 2002, p. 1)”. Vocabulary is an important element of reading comprehension instruction. Clearly, vocabulary and comprehension skills are closely connected together. Each skill is crucial to reading achievement, and each of them relies on another. Many researchers have documented this intricate relationship. “Vocabulary development is both an outcome of comprehension and a precursor to it, with word meanings making up as much as 70-80% of comprehension” (Bromley, 2002, p. 528). Harmon notes, “Many students continue to struggle with comprehension because of limited vocabulary knowledge and ineffective strategies (Harmon 2002 p.

Large number of important methodological problems was identified in this research. In addition, the role of frequent text has not been representing clearly. Language teachers that involve active processing of the target vocabulary should develop awareness of alternative vocabulary learning strategies in learners.

To make learners conscious, independent, and structured approach, Language teachers also have to develop language-learning strategies among their students. These developments denote that they are most associated with vocabulary learning success in students. For beginner-level learners, teacher should give greater amounts of familiar vocabulary instruction, and as their language ability develops gradually he/she should increasing toward more context-based and unfamiliar vocabulary learning. English learners may resist on the learning of certain vocabulary learning strategies because they are quite culturally different, they make new vocabulary because some intricacy strategies require a reasonable L2 vocabulary base, or because some strategies require greater cognitive effort rather than other prior used