Implementation of Contextual Vocabulary at the Tertiary Level: Learner and Instructor Perspective

Abstract

This paper aims to assess the different methods for students to implement newly acquired vocabulary in an academic context, while simultaneously discussing the strategies teachers can follow to guide them, by exploring the driving theories behind contextual learning in SLA. Both qualitative and quantitative data were obtained in order to ensure optimal results. For the primary data, a survey containing a series of inquiries was given out to tertiary-level students and for the teachers, a series of one-to-one interviews were held from three differently ranked universities, in order to collect adequate data. For the secondary data collection, a staggering number of peer-reviewed journal articles were used. The results show that learners can overcome the challenges by self-motivating themselves to practice implementing retained vocabulary in the context of their ongoing academics, cooperating with their peers, and using technology within or outside the classroom. Additionally, the teachers should better facilitate their students by identifying the best teaching methodologies based on the pre-existing background knowledge and skill level of each of the students.