This article proposes a methodological framework for developing pre-service English teachers’ competence in vocabulary instruction. The framework conceptualizes lexical pedagogical competence as the integration of lexical-linguistic knowledge, didactic decision-making, task design, classroom mediation and reflective assessment. It is organized into four interconnected components: diagnostic-target, content-analytical, procedural-practical and assessment-reflective. The paper synthesizes established vocabulary research, teacher-cognition findings and recent form-focused instruction research to specify observable teacher actions.
A Methodological Framework for Developing Pre-Service English Teachers’ Competence in Vocabulary Instruction
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Keywords:
Pre-service English teachers
vocabulary instruction
lexical pedagogical competence
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References
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