Vocabulary Knowledge in ELT: Dimensions, Learning Strategies and Implications for EFL Textbooks

Abstract

This article aims to provide a comprehensive critical review of recent literature on vocabulary knowledge in the field of English language teaching by analyzing and synthesizing the findings of empirical and theoretical studies published in the domain of vocabulary learning and teaching. The review seeks to identify major research trends and theoretical models addressing the concept of vocabulary knowledge and its dimensions, learning strategies, and role in developing language proficiency among English as a foreign language (EFL) learner. The findings reveal that vocabulary knowledge is a fundamental pillar of linguistic competence, extending beyond the formal knowledge of words to encompass receptive and productive knowledge, breadth and depth of lexical knowledge, as well as the appropriate use of vocabulary in various linguistic contexts. Furthermore, the literature highlights the significance of vocabulary learning strategies particularly intentional learning in enhancing lexical acquisition and long-term retention. The article also discusses the pedagogical implications of these findings concerning the design and evaluation of EFL textbooks prescribed for learners in Libya, focusing on the extent to which they incorporate vocabulary dimensions and learning strategies. Additionally, it emphasizes the pivotal role of the teacher in fostering learners' vocabulary growth through evidence-based instructional practices. The review concludes with a set of recommendations directed at curriculum developers, textbook designers, educators, and researchers, stressing the necessity of adopting a comprehensive perspective on vocabulary knowledge in English language curricula and conducting further studies to explore the representation of vocabulary dimensions and learning strategies in EFL textbooks within the Libyan context.