Pedagogical Implications in EFL Classrooms: A Reflective Praxis of Vocabulary Strategies and Techniques

Abstract

Teaching vocabulary is a challenging ordeal, not only because of the vastness of vocabulary but also because it takes much effort to enable the students to acquire the meaning with their correct usage. The study uses qualitative research to elaborate strategies that can be implemented in EFL classrooms to teach vocabulary-based content. The present study has highlighted the meaning of reflective praxis in the teaching-learning process and how the process of reflection ultimately has a desirable impact on both the teachers and the students. The researcher has adopted the pragmatic approach as the paper emphasizes the possible difficulties teachers and students can face in teaching and learning vocabulary. The article foregrounds problems and is followed by their practical solutions in pedagogy. The study proposes a problem-solving approach to teaching vocabulary in EFL classrooms. It focuses on improving the lexical competence of the learners, which is considered one of the most essential components of language building.