Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Lexis Integrated Into the Curriculum: Key to Enhance Communicative Competence in English
El léxico integrado en el currículo: clave para mejorar la competencia comunicativa en inglés
DOI:
https://doi.org/10.15446/profile.v27n2.114245Keywords:
curriculum, English as a foreign language, lexical competence, lexis, teaching (en)aprendizaje, competencia lexical, currículo, enseñanza, léxico (es)
Teaching and learning lexis is a challenge for EFL teachers and learners. Selecting the lexical items from an extensive corpus can be difficult for teachers. For learners, it can be overwhelming to learn all these lexical items. Curricula that integrate the lexical tenets and provide guidelines on instructing lexis should be more frequent. A curriculum and a syllabus that incorporate and enable this challenging task can be beneficial. This article of reflection discusses the number of word families and some Colombian government educational policies, while advocating for the integration of explicit lexical tenets into the curriculum to aid learners in developing sound lexical competence and thereby enhancing communicative competence.
La enseñanza y el aprendizaje del léxico constituyen desafíos para profesores y estudiantes de inglés como lengua extranjera. Seleccionar los ítems lexicales de un corpus extenso puede ser difícil para los profesores. Para los estudiantes, puede ser abrumador aprender estos ítems lexicales. Los currículos que integran principios léxicos y proporcionan lineamientos sobre cómo enseñarlos son poco frecuentes. Un currículo y un programa que incorporen y faciliten esta tarea retadora pueden ser beneficiosos. Este artículo de reflexión discute el número de familias de palabras y algunas políticas educativas gubernamentales al abogar por la integración de principios léxicos en el currículo para ayudar a los estudiantes a desarrollar una competencia léxica sólida y por ende fortalecer su competencia comunicativa.
References
Al Quasmi, A. (2020). A review of the literature on vocabulary acquisition and vocabulary size testing in second language learning. In S. S. Scatolini & M. A. George (Eds.), Education and society in the Middle East and North Africa: English, citizenship and peace education (pp. 6–21). Cambridge Scholars Publishing.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34. https://doi.org/10.20472/TE.2015.3.3.002
Anis, M., & Khan, M. R. (2023). Integrating multimodal approaches in English language teaching for inclusive education: A pedagogical exploration. Universal Journal of Educational Research, 2(3), 241–257.
Apple, M. W. (1993). Official knowledge: Democratic education in a conservative age (1st ed.). Routledge.
Asyiah, D. N. (2017). The vocabulary teaching and vocabulary learning: Perception, strategies, and influences on students’ vocabulary mastery. Jurnal Bahasa Lingua Scientia, 9(2), 293–318. https://doi.org/10.21274/ls.2017.9.2.293-318
Bailey, A., Rosado, N., & Rey, L. (2018). Designing an English curriculum for everyone. In V. Wang (Ed.), Handbook of research on program development and assessment methodologies in K–20 education (pp. 87–108). Information Science Reference. https://doi.org/10.4018/978-1-5225-3132-6
Barclay, S., & Schmitt, N. (2019). Current perspectives on vocabulary teaching and learning. In X. Gao (Ed.), Second handbook of English language teaching (pp. 799–819). Springer. https://doi.org/10.1007/978-3-030-02899-2_42
Bauer, L., & Nation, P. (1993). Word families. International Journal of Lexicography, 6(4), 253–279. https://doi.org/10.1093/ijl/6.4.253
Caro, K., & Rosado-Mendinueta, N. (2017). Lexis, lexical competence and lexical knowledge: A review. Journal of Language Teaching and Research, 8(2), 205–213. https://doi.org/10.17507/jltr.0802.01
Chall, J. (1996). Stages of reading development (2nd ed.). Harcourt Brace.
Cobb, T. (2000). One size fits all? Francophone learners and English vocabulary tests. Canadian Modern Language Review, 57(2), 295–324. https://doi.org/10.3138/cmlr.57.2.295
Constitución Política de Colombia de 1991, arts. 67, 68 y 69. https://leyes.co/constitucion.htm#google_vignette
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. https://doi.org/10.2307/3587951
Cullinan, M. (2016). Critical review of ESL curriculum: Practical application to the UAE context. International Journal of Curriculum and Instruction, 8(1), 54–68.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters. DOI: https://doi.org/10.21832/9781853596773
Cusen, G., & Buja, E. (2009). The role of theory in applied linguistics research: A study of vocabulary learning strategies. Bulletin of the Transilvania University of Braşov, 2(51), 143–148.
Dang, T. N. Y., & Webb, S. (2014). The lexical profile of academic spoken English. English for Specific Purposes, 33, 66–76. https://doi.org/10.1016/j.esp.2013.08.001
Dang, T. N. Y., & Webb, S. (2020). Vocabulary and good language teaching. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from good language teachers (pp. 203–218). Cambridge University Press. https://doi.org/10.1017/9781108774390.019
Departamento Nacional de Planeación. (2015). Plan Nacional de Desarrollo 2014–2018: todos por un nuevo país. https://bit.ly/3TkzL9d
Department for Education. (2013). National curriculum in England: Primary curriculum. https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
Ebbinghaus, H. (1885). Über das Gedächtnis: Untersuchungen zur expeperimentellen Psychologie. Dunker & Humboldt.
Echeverri-Sucerquia, P. A., & Quinchia Monroy, M. C. (2016). Retos en el diseño curricular de un programa de inglés para adultos. Colombian Applied Linguistics Journal, 18(2), 131–148. https://doi.org/10.14483/calj.v18n2.8700
Education First. (2023). EF English Proficiency Index. https://www.ef.com.co/epi/
Elttayef, A. I., & Hussein, N. O. (2017). Arab learners’ problems in learning English language: A teacher perspective. Journal of Literature, Languages and Linguistics, 8(23), 1–6.
En-nda, S., & Koumachi, B. (2022). Key issues in vocabulary teaching: A brief overview. Journal of Learning and Development Studies, 2(1), 31–34. https://doi.org/10.32996/jlds.2022.2.1.3
Freed, N., & Karpicke, J. (2016). Spaced repetition is the key to long-term retention. Journal of Experimental Psychology: Applied, 22(3), 366–378.
Geoff, J., & Humphrey, G. (2019). We need to talk about coursebooks. ELT Journal, 73(4), 438–446. https://doi.org/10.1093/elt/ccz038
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089
Giraldo, F., Escalante-Villa, D., & Isaza-Palacio, D. (2023). English teachers’ perceptions of a language assessment literacy course. How Journal, 30(2), 70–91. https://doi.org/10.19183/how.30.2.750
Goulden, R., Nation, P., & Read, J. (1990). How large can a receptive vocabulary be? Applied Linguistics, 11(4), 341–363. https://doi.org/10.1093/applin/11.4.341
Gutiérrez-Rojas, A., & Rosado-Mendinueta, N. (2024). Exploring listening assessment in a Colombian EFL context: A case study. How Journal, 31(1), 37–66. https://doi.org/10.19183/how.31.1.694
He, C. (2019). A review on diagnostic vocabulary tests. International Journal of Higher Education, 8(3), 126–133. https://doi.org/10.5430/ijhe.v8n3p126
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303–317. https://doi.org/10.1017/S0272263199002089
Instituto Colombiano para la Evaluación de la Educación. (2022). Informe nacional de resultados del examen Saber 11° 2021. https://bit.ly/3WLKJFu
Ivonea, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT. TEFLIN Journal, 30(2), 237–256. https://doi.org/10.15639/teflinjournal.v30i2/237-256
Kazhan, Y., Hamaniuk, V. A., Amelina, S. M., Tarasenko, R. O., & Tolmachev, S. T. (2020). The use of mobile applications and Web 2.0 interactive tools for students’ German-language lexical competence improvement. In A. E. Kiv & M. P. Shyshkina (Eds.), Proceedings of the 7th Workshop on Cloud Technologies in Education (CTE, 2019) (pp. 392–415). https://doi.org/10.55056/cte.376
Kolanchery, G. (2014). Lexis and vocabulary: Innovative strategies and approaches. The Journal for ESL Teachers and Learners, 3, 18–21.
Laufer, B. (1997). What’s in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 140–155). Cambridge University Press.
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307–322. https://doi.org/10.1093/applin/16.3.307
Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language Testing, 16(1), 33–51. https://doi.org/10.1177/026553229901600103
Ley General de Educación, Congreso de la República de Colombia (1994). https://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf
Lipinski, S. (2010). A frequency analysis of vocabulary in three first-year textbooks of German. Die Unterrichtspraxis, 43(2), 167–174. https://doi.org/10.1111/j.1756-1221.2010.00078.x
McGrath, I. (2013). Teaching materials and the role of EFL/ESL teachers: Practice and theory. Bloomsbury.
Ministerio de Educación Nacional. (n.d.). Programa nacional de inglés: Colombia very well! https://bit.ly/3SWn3xc
Ministerio de Educación Nacional. (1999). Lineamientos curriculares: idiomas extranjeros. https://bit.ly/3SYsOdt
Ministerio de Educación Nacional. (2006). Guía N° 22 Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. https://bit.ly/3ApO8lJ
Ministerio de Educación Nacional. (2016). Orientaciones y principios pedagógicos: currículo sugerido de inglés. https://bit.ly/3MimqtK
Moody, S., Hu, X., Kuo, L.-J., Jouhar, M., Xu, Z., & Lee, S. (2018). Vocabulary instruction: A critical analysis of theories, research, and practice. Education Sciences, 8(4), 180. https://doi.org/10.3390/educsci8040180
Moudraia, O. (2001). Lexical approach to second language teaching (ED455698). ERIC. https://files.eric.ed.gov/fulltext/ED455698.pdf
Murre, J. M. J., & Dros, J. (2015). Replication and analysis of Ebbinghaus’ Forgetting Curve. PLoS ONE, 10(7), e0120644. https://doi.org/10.1371/journal.pone.0120644
Nation, P. (1990). Teaching and learning vocabulary. Newbury House.
Nation, P. (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review, 63(1), 59–82. https://doi.org/10.3138/cmlr.63.1.59
Nation, P. (2007). The four strands. Innovation in Language Learning and Teaching, 1(1), 2–13. https://doi.org/10.2167/illt039.0
Nation, P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139858656
Nation, P. (2017). How vocabulary is learned. Indonesian Journal of English Language Teaching, 12(1), 1–14. https://doi.org/10.25170/ijelt.v12i1.1458
Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9–13.
Nation, P., & Macalister, J. (2010). Language curriculum design. Routledge. https://doi.org/10.4324/9780203870730
Nation, P., & Yamamoto, A. (2012). Applying the four strands to language learning. International Journal of Innovation in English Language Teaching and Research, 1(2), 167–181. DOI: https://doi.org/10.2167/illt039.0
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. https://bit.ly/4dv55tN
Nie, Y., & Zhou, L. (2017). A study of vocabulary learning strategies used by excellent English learners. Research on Modern Higher Education, 4, 101–106. DOI: https://doi.org/10.24104/rmhe/2017.04.02010
Núñez París, F. (2008). Teoría del currículum y didáctica de las lenguas extranjeras. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, (4), 1–30.
Pérez, Y., Rey, L., & Rosado, N. (2019). Characteristics of EFL curriculum in the Colombian Caribbean Coast: The case of 12 state schools. English Language Teaching, 12(11), 85–96. https://doi.org/10.5539/elt.v12n11p85
Pinar, W. F., Reynolds, W. M., Slattery, P., & Taubman, P. M. (1995). Understanding curriculum (1st ed.). Peter Lang.
Qian, D. D. (2005). Demystifying lexical inferencing: The role of aspects of vocabulary knowledge. TESL Canada Journal, 22(2), 34–54. https://doi.org/10.18806/tesl.v22i2.86
Rathert, S., & Cabaroğlu, N. (2021). Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization. Language Teaching Research, 1(1), 1–26. https://doi.org/10.1177/13621688211036239
Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). Pearson Education.
Rosado, N., & Caro, K. (2018). The relationship between lexis and reading comprehension: A review. English Language Teaching, 11(11), 136–147. https://doi.org/10.5539/elt.v11n11p136
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199–227). Cambridge University Press.
Schmitt, N. (2010). Key issues in teaching and learning vocabulary. In R. Chacón-Beltrán, C. Abello-Contesse, & M. Torreblanca-López (Eds.), Insights into non-native vocabulary teaching and learning (pp. 28–40). Multilingual Matters. https://doi.org/10.21832/9781847692900-004
Schmitt, N., Jiang, X., & Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26–43. https://doi.org/10.1111/j.1540-4781.2011.01146.x
Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781108569057
Schuth, E., Köhne, J., & Weinert, S. (2017). The influence of academic vocabulary knowledge on school performance. Learning and Instruction, 49, 157–165. https://doi.org/10.1016/j.learninstruc.2017.01.005
Secretaría de Educación de Medellín. (2014). Documento No. 9: El plan de área de humanidades idiomas extranjero - inglés. https://tomascipriano.files.wordpress.com/2019/04/9_humanidades_idioma_extranjero.pdf
Shaw, E. M. (2011). Teaching vocabulary through data-driven learning [Master’s thesis, Brigham Young University]. ScholarsArchive. https://scholarsarchive.byu.edu/etd/3024
Sidek, H. M., & Rahima, H. A. (2015). The role of vocabulary knowledge in reading comprehension: A cross-linguistic study. Procedia: Social and Behavioral Sciences, 197, 50–56. https://doi.org/10.1016/j.sbspro.2015.07.046
Sirkel, K. (2017). The importance of the acquisition of formulaic language for the development of communicative competence and learner autonomy. Estonian Journal of Military Studies, 4, 35–50.
Siyanova-Chanturia, A., & Webb, S. (2016). Teaching vocabulary in the EFL context. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 227–239). Springer. https://doi.org/10.1007/978-3-319-38834-2_16
Stenhouse, L. (1986). Investigación y desarrollo del currículum. Morata.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford University Press.
Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal KATA, 1(2), 182–191. DOI: https://doi.org/10.22216/jk.v1i2.2136
Webb, S. A., & Chang, A. C.-S. (2012). Second language vocabulary growth. RELC Journal, 43(1), 113–126. https://doi.org/10.1177/0033688212439367
Webb, S., Sasao, Y., & Ballance, O. (2017). The updated vocabulary levels test: Developing and validating two new forms of the VLT. International Journal of Applied Linguistics, 168(1), 33–69. https://doi.org/10.1075/itl.168.1.02web
Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2025 Keiby Caro, Nayibe Rosado-Mendinueta
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
