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Teaching Vocabulary

Teaching is an activity or process of transforming knowledge to help someone require changes and develops their skills, attitudes, ideas and appreciations. They are influenced by affective, cognitive and psychomotor domains. In the past, vocabulary teaching and learning were often given little priority in second language programs, but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching (Richard:255).
Traditionally, the teaching of vocabulary above elementary levels was mostly incidental, limited to presenting new items as they appeared in reading or sometimes listening texts. This indirect teaching of vocabulary assumes that vocabulary expansion will happen through the practice of oer language skills, which has been proved not enough to ensure vocabulary expansion. Nowadays, it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. The vocabulary is the center of language teaching because the language consists of grammatical lexis, not lexicalized grammar.
There are several aspects of lexis that need to be taken into account when teaching vocabulary. The list below is based on the work of Gains and Redman (1986).

1. 
   Boundaries between conceptual meaning: knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (example: cup, mug, bowl).
   
2. 
   Polysemy: distinguishing between the various meaning of a single word from with several and closely related meanings (head: of a person, of pin, of an organization).
   
3. 
   Homonymy: distinguishing between the various meaning of a single word form which has several meanings which are not closely related (example, a file: used to put papers in or a tool)
   
4. 
   Homophony: understanding words that have the same pronunciation but different spellings and meanings (example: flour, flower).
   
5. 
   Synonymy: distinguishing between the different shades of meaning that synonymous words have (example: extend, increase, and expand).
   
6. 
   Affective meaning: distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers attitude or the situation social-cultural associations of lexical items is another important factor.
   
7. 
   Style register, dialect: being able to distinguish between different levels of formality, the effect context and topics, as well as differences in geographical variation.
   
8. 
   Translation: awareness of certain differences and similarities between the native and the foreign language (example: false cognates).
   
9. 
   Chunks of language: multi-word verbs, idioms, strong and weak collocation, lexical phrases.
   
10. 
    Grammar of vocabulary: learning the rules that enable students to build up different forms of the word or even different words from that word (example: sleep, slept, sleeping, able, unable, disability).
    
11. 
    Pronunciation: ability to recognize and reproduce items in speech. In other word the students try to pronounce the word better.
    

It can be said that there are fourteen aspects that must be known and understood by the teacher in teaching vocabulary in the class. So when the teacher explains the vocabulary the teacher also must explain that aspects to the students, in order that the students know the aspects well.