Is explicit vocabulary focus the reading teacher’s job?

Abstract

This paper reports findings from a case study of the amount of explicit vocabulary focus (EVF) that occurred in a week of classes for one group of upper intermediate students in an intensive English program (IEP). To assess EVF, instruction from a total of 25 hours of classes was analyzed to see if the number of EVF events was more connected with the course (i.e., grammar, reading, composition, communication skills, or TOEFL), the instructor, or both. Data reveal that the reading course, long assumed to be the source of most vocabulary focus, may or may not be the main source in an IEP curriculum. Data from this study demonstrate that a better predictor of EVF in any given class or course may be the instructor, and that the number of EVFs in a week of intensive instruction is surprisingly low.

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