Contents: Introduction

3.The Techniques in Teaching Vocabulary
This section reports on research results aimed at investigating the techniques used by a teacher of English in presenting the meaning and form of vocabulary. Commonly, there are several techniques concerning the teaching of' vocabulary. However, there are a few things that have to be remembered by most English teachers if they want to present a new vocabulary or lexical items to their students. It means that the English teachers want students to remember new vocabulary .Then, it needs to be learnt, practiced, and revised to prevent students from forgetting.Techniques employed by teachers depend on some factors, such as the content, time availability, and its value for the learners (Takač, 2008). This makes teachers have some reasons in employing certain techniques in presenting vocabulary.In presenting one planned vocabulary item, the teacher usually combined more than one technique, instead of employing one single technique. Teachers, furthermore, are suggested to employ planned vocabulary presentation as various as possible (Pinter, 2006). Here are some techniques of teaching vocabulary as stated by Brewster, Ellis, and Girard (1992.
. a. Using Objects Using this technique includes the use of realia, visual aids, and demonstration. They can function to help learners in remembering vocabulary better, because our memory for objects and pictures is very reliable and visual techniques can act as cues for remembering words In addition, Gairns&Redman(1986) statethat real objects technique is appropriately employed for beginners or young learners and when presenting concrete vocabulary. Objects can be used to show meanings when the vocabulary consist of concrete nouns. Introducing a new word by showing the real object often helps learners to memorize the word through visualization. Objects in the classroom or things brought to the classroom can be used.
b. Drawing Objects can either be drawn on the blackboard or drawn on flash cards.The latter can be used again and again in different contexts if they are made with cards and covered in plastic. They can help young learners easilyunderstand and realize the main points that they have learned in the classroom.
c. Using Illustrations and Pictures
Pictures connect students’ prior knowledge to a new story, and in the process, help them learn new words. There are plenty of vocabularies that can be introduced by using illustrations or pictures. They are excellent means of making the meaning of unknown words clear. They should be used as often aspossible. The list of pictures includes: posters, flashcards, wall charts, magazine pictures,board drawings, stick figures and photographs. Pictures for vocabulary teaching come from many sources. Apart fromthose drawn by the teacher or students, they are sets of colourful pictures intended for schools. Picturescut out of newspapers and magazines are very useful as well. Nowadays many readers, vocabulary books and coursebooks contain a vast number of attractive pictures that present the meaning of basic words. The teacher can use learning materials provided by the school. They can also make their own visual aids or used pictures from magazines. Visual support helps learners understand the meaning and helps to make the word more memorable.d. ContrastSome words are easily explained to learnersby contrasting it with itsopposite, for instance, the word" good" contrasted with the word "bad". But some words are not. It is almost impossible to contrast the words whose opposite is the gradable one. When the word "white"iscontrasted with the word "black", there is an "in between" word” grey”. Furthermore, verb "contrast" means to show a difference, like photos that reveal how much weight someone lost by contrasting the "before" and "after" shots .Manymore studies have also shown that vocabulary is best acquired if it is similar to whatis already learnt (e.g. Rudska et al., 1982, 1985), it is not surprising that learningsynonyms is a way to expand our vocabulary.Learning about synonyms is important also because this is how dictionaries areorganised. Putting bilingual dictionaries aside, mono-lingua dictionariesessentially use words to explain words, and in this process, synonyms are often used(Ilson, 1991).
4.Vocabulary learning strategies in FLT.
Beside the above techniques, there are also, vocabulary learning strategies that teachers can take into account. They can train their students to use these strategies. Schmitt and McCarthy (1997) propose strategies to learn vocabulary as follows: (1) guessing from context, (2) using word parts and mnemonic techniques to remember words, and (3) using vocabulary cards to rememberforeign language-first language word pairs. It is supported by Murcia (2001) who also proposes three strategies to learn vocabularies. The firststrategy is guessing meaning from context; she says that a context is rich enough to give adequate clues to guess the word's meaning. The secondstrategy is mnemonic devices: she proposes keyword technique. When seeing or hearing the target word, the learner is reminded of the keyword. The thirdstrategy is vocabulary notebooks; she suggests a memory aid in independent learning by setting up vocabulary notebooks. Based on the techniques used for presenting new vocabulary and vocabulary learning strategies, the experts suggest lots more techniques that are claimed to be helpful for students to learn vocabulary in an easier way. What the researcher sees as better way to teach vocabulary is by learning in rich contexts. According to Stahl (2005) in http://www.readingrockets.org, students probably have to see a word more than once to place it firmly in their long-term memories. This does not mean more repetition or drilling of the word, but seeing the word in different and multiple contexts.

Finally, teachers may encourage students to keep a vocabulary notebook because a great deal of vocabularygrowth ultimately depends on the learner. They may have students who aresuccessful vocabulary language learners share their notebook methods. For students who needhelp, they can demonstrate how to set up a vocabulary notebook that is neat and organized in a mannerthat will facilitate multiple retrievals of the words. If the notebook is not set up well, thenlearners are less likely to practice the words, which defeats the purpose of keeping thenotebook in the first place. Moreover, in presenting one planned vocabulary item, the teacher usually combine more than one technique, instead of employing one single technique. Teachers are suggested to employ planned vocabulary presentations as various as possible (Pinter, 2006).
CONCLUSION
This piece of work aims to highlight the importance of vocabulary learning as an essential part in foreign language learning. Although it has been neglected for many decades, during the 80s it became a 'hot' topic for researchers. Lexical knowledge is central to communicative competence and to the acquisition of a second/foreign language and a lack ofvocabulary knowledge is an obstacle to learning. An attempt is made to review the trends in the area of teaching vocabulary through various techniques ESL/EFL teachers use when teaching .Before presenting the meaning or form of vocabulary items, teachers need to notice the type of the vocabulary, the students’ level and characteristics, and also the value of the techniques for the learners.In other words, students' age, level of education as well as English proficiency ...etc may affect their learning, so teachers need to be aware of these differences when applying their teaching technique’s. They can further provide their students with vocabulary learning strategies with opportunities to encounter words repeatedly and in more than one context.
LIst of used literature
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