Vocabulary instruction and learning: A commentary on four studies

Abstract

Four papers were presented by Shusaku Kida, Magda Kitano and Katsuhiro Chiba, Tim Stoeckel, and Raymond Stubbe. In this article, my thoughts about the issues raised in these thought-provoking papers about vocabulary resource processing allocation and the Type of Processing Resource Allocation (TOPRA) model, the use of flashcards in vocabulary learning, an empirical evaluation of the New General Service List (NGSL), and the use of yes-no checklists for multi-word units are given. The first paper provided some theoretical underpinnings for thinking about vocabulary acquisition, while the last three papers were valuable for their extremely timely and practical examination of issues that are highly important for the acquisition of vocabulary.