Reflection on Variables of Vocabulary Acquisition in the DLIFLC Learning Context: Language Anxiety, Motivation, Learning Strategies, and Teaching Methods

Abstract

Vocabulary acquisition is crucial to language learning, yet is also quite challenging. To master a word means not only to know its general and specific meanings in isolation but also its written forms, phonological representations, syntactic categories, sociolinguistic connotations, and other features. Vocabulary acquisition is a long-term learning process affected by various factors, such as language anxiety, motivation, learning strategies, and teaching methods. This article summarizes valuable vocabulary learning strategies and pedagogy, discusses theoretical aspects of two affective variables of vocabulary retention (language anxiety and motivation), identifies their relevancy to DLIFLC students, and proposes rules of thumb to alleviate language anxiety, develop motivation, and improve vocabulary learning and teaching.