The study develops a task-based and reflective model for enhancing pre-service EFL teachers’ lexical pedagogical competence. It conceptualizes vocabulary-teaching competence as the ability to analyse lexical demands, create communicative need for target items, scaffold form-meaning-use connections, monitor lexical performance and redesign instruction through reflection. A five-stage training cycle is proposed: task diagnosis, lexical engineering, task enactment, evidence capture and reflective redesign. The model draws on task-based language teaching, teacher cognition, retrieval practice and integrated form-focused instruction.
Enhancing Pre-Service EFL Teachers’ Lexical Pedagogical Competence Through Task-Based and Reflective Vocabulary Instruction
DOI:
Keywords:
Pre-service EFL teachers
lexical pedagogical competence
task-based instruction
Abstract
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References
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