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Oral language strength depends heavily on vocabulary knowledge, which drives speaking and listening and supports the learning of new information. The brief outlines how educators can build academic vocabulary through explicit word teaching, repeated exposure, word-learning strategies, and context clues or morphological analysis, while promoting meaningful reading, discussion, and writing to enable incidental vocabulary growth.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/second-language-learners-vocabulary-and-oral-language-development/422935/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/second-language-learners-vocabulary-and-oral-language-development/422935.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is vocabulary central to oral language development for second-language learners?","Question",{"text":112,"@type":113},"Oral language proficiency depends on word knowledge because it drives language production and reception through speaking and listening. Vocabulary knowledge also supports learning new information in academic settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How can teachers build students’ academic vocabulary?",{"text":117,"@type":113},"Teachers should explicitly teach targeted words with multiple exposures, practice them in varied contexts, and help students develop word-learning skills and strategies. In parallel, they should promote wide reading and listening to interesting texts to support incidental vocabulary learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies help students infer the meanings of unfamiliar words?",{"text":121,"@type":113},"Two key strategies are using context clues and analyzing word parts through morphological analysis. Students should become aware when a word interferes with comprehension and then apply strategies to approximate meanings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},422935,1791132952,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","LITERACY LEADERSHIP BRIEF  \nSecond-Language Learners’ Vocabulary and Oral Language Development  \nInternational Literacy Association | 2017  \n• Language structures (e.g., “Despite the absence of any pressing need, they decided to…”)  \n• Genres (e.g., lab report, research paper), academic vocabulary (e.g., analyze, concept, data, research)  \n• Discourse patterns (e.g., “You make a good point, but you’re forgetting an important factor…”)  \n• Strategic competencies for dealing with spoken and written academic texts (e.g., disagreeing firmly but not rudely, providing an overview for a presentation).  \nMost second-language learners lack exposure to academic language and have few opportunities to use it; thus, the onus is on educators to create appropriate learning environments for these students.  \nOral language proficiency is critical for advancing secondlanguage learners’ academic success; vocabulary is a particularly critical aspect of oral proficiency. Students’ word knowledge is the driver of language production and reception (i.e., speaking and listening) and is critical for learning new information. We begin with building academic vocabulary and then broaden to academic language more generally. As students strengthen vocabulary and other oral language skills, their reading and writing skills are more likely to improve.  \n2  \nBuilding Vocabulary  \nHaving a robust vocabulary is essential for school success: Students who have and can use an expansive vocabulary do best in school. In fact, the ability to comprehend a text read independently requires knowledge of at least 95%, and more likely 98%, of the words. Building students’ vocabulary requires explicit teaching of specific words, helping students develop word learning skills and strategies, and promoting students’ wide reading of and listening to interesting texts, which then contributes to incidental vocabulary learning.  \nExplicit teaching involves selecting a specific set of words and then providing multiple exposures to the words to deepen understanding in addition to offering students opportunities to use and practice the words in varied contexts such as peer discussions, individual activities, and teacher-led groups. How should teachers decide which words to teach explicitly? There are two main strategies: First, look in texts and other reading materials students will be expected to read and choose strategically. Second, refer to academic word lists to select words that are useful across curriculum areas, such as analyze, concept, data, or research. (Academic word lists can be found at [https://](https://)[ ](https://)[wordsift.org/wordlists.html](wordsift.org/wordlists.html).)  \nThere is no known upper limit for how many words to teach. Depending on age, teachers can teach five to 20 or more words a week. The words should be related either conceptually or because they appear in texts students have read or will be reading. They should not be random groups of words.  \nWord learning skills include a range of strategies to help students infer or at least approximate the meanings of words they do not recognize. Perhaps the most fundamental of these strategies is developing word consciousness, which is an explicit understanding that words have meanings and these meanings are knowable. Too often, students, particularly secondlanguage learners, do not understand what they read and are unaware of why they do not understand. Teachers should help students become aware of when not knowing one or more words is interfering with their comprehension and understand that they need to do something about it.  \nTwo important word learning strategies that teachers should help students learn are context clues and analysis of word parts. Context clues are hints in the text, often near the unknown  \n3  \nword, about the word’s meaning. Inferring the meanings ofunknown words from context clues is not always possible, but students should be made aware of the possibility. For example, by consider","cbCaiomqzzkza2MT","https://ap.wps.com/l/cbCaiomqzzkza2MT","pdf",350797,"English","# Literacy Leadership Brief\n## Vocabulary as a Driver of Oral Proficiency\n## Building Vocabulary Through Explicit Teaching\n## Selecting Words and Supporting Word Learning Skills\n## Context Clues and Morphological Analysis\n## Incidental Vocabulary Learning in Meaningful Activities","[{\"question\":\"Why is vocabulary central to oral language development for second-language learners?\",\"answer\":\"Oral language proficiency depends on word knowledge because it drives language production and reception through speaking and listening. Vocabulary knowledge also supports learning new information in academic settings.\"},{\"question\":\"How can teachers build students’ academic vocabulary?\",\"answer\":\"Teachers should explicitly teach targeted words with multiple exposures, practice them in varied contexts, and help students develop word-learning skills and strategies. In parallel, they should promote wide reading and listening to interesting texts to support incidental vocabulary learning.\"},{\"question\":\"What strategies help students infer the meanings of unfamiliar words?\",\"answer\":\"Two key strategies are using context clues and analyzing word parts through morphological analysis. Students should become aware when a word interferes with comprehension and then apply strategies to approximate meanings.\"}]","Second-Language Learners’ Vocabulary and Oral Language Development | PDF",1790629372]