Keywords
Abstract
Vocabulary teaching is still among the most important features of language teaching, particularly at the intermediate level, where learners transition from basic lexical knowledge toward more complex and contextually relevant use of words. In this article, common challenges teachers face in teaching vocabulary are addressed and effective strategies to bridge them are offered. The study borrows from theoretical proposals of illustrious scholars such as Nation (2001), Schmitt (2008), and Thornbury (2002) to suggest a balanced pedagogy. It argues that intermediate-level learning of words requires explicit instruction, metacognitive strategy training, and communicative practice to ensure retention and active use of new words.
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