The paper is descriptive in nature.

It reviews literature in the area of
vocabulary teaching. It traces how frequency word lists were prepared during
vocabulary control movement, research in the area of word knowledge and
teaching, vocabulary learning strategies, and vocabulary tasks types that can
be developed for deeper processing of words when the research is carried out
by the scholars. The paper covers the research that had been carried out
before the explosion of ICT tools. The review would be of great help to the
scholars doing research in the area of vocabulary teaching.

Vocabulary Control Movement and Preparation of Word Lists

Most work in the area of vocabulary has been concerned not with lexical
learning as such, but with the management of vocabulary learning: how to
reduce the vocabulary load, as reflected in the frequency count movement
from the time of Ogden in 1930. In the 1990s, much larger corpora have been
created. The British National Corpus and the Cambridge International Corpus
both totaled 100 million words in July 1998. In 1995, editions of the Collins
COBUILD and Longman Dictionary of Contemporary English coding
systems were used to identify high frequency words. Nation's University
Word List (1990) had been replaced by Academic Word List (Coxhead,
1998). The demand for high frequency word lists is due to teachers and
research scholars' interest in testing the word level knowledge of the second
language learners. Nation and Robert in "Vocabulary Size, Text Coverage and
Word Lists" discuss the criteria used for vocabulary selection and teaching
(Schmitt and McCarthy, 1997). Schmitt and McCarthy (1997) suggest that
the word selection should be based on representativeness to wide range users
of language, frequency and range. They suggest the inclusion of word

For teaching the elementary level students. words required for specific purposes that should meet the needs of the learners. are essential for an educated native speaker.000 words that would allow learners to operate in an unpredictable world outside the classroom. he suggests key word method. underlying meaning. asking learners to underline the words they recognize in texts in order to practice recognizing word form accurately and using word games. antonymy.families and idioms and set expressions that could provide a wide range of information like the form and parts of speech in a word family. The L2 learner's knowledge of the word may be partial. and at more advanced levels. The major problem of choosing words based on frequency is solved by computational corpus. frequency. Some areas might be difficult for a second language .000 words in as little as 40 hours. the guiding criterion would be personal interest as at the later stages. To achieve this. Aspects of Word Teaching and Learning It is generally agreed that a knowledge of the word form (pronunciation and spelling). such as synonymy. hyponymy and common collocations (Bhatia. word structure. etc. Meara feels that it might be possible for beginners to learn through intensive methods and on partial basis the recommended 2. White (1999) suggests that words that are relevant to the needs of the learners and which are easy and likely to interest the learners should be presented early in the course. 1997). Meara (1997) suggests a vocabulary of 2. word meaning (multiplicity of meaning and metaphorical extensions of meaning). The criteria would be mostly applicable in the early stages. lexical relations of the word with other words. the common derivations of the word in a phrase and sentence.

A very influential view of vocabulary acquisition claims that most of the words are acquired by exposure to language input. 1997). and Nagy. ACADEMIC JOURNAL ARTICLE IUP Journal of English Studies Towards Better Vocabulary Proficiency: Research Trends in the Area of Vocabulary Teaching By Sripada. 1987. Pushpa Nagini https://www. particularly written input.questia.learner. rather than by deliberately committing words to the memory ( vocabulary-proficiency-research-trends .