NAME: Ferdina Eka Desi

NIM : 11314202129
CLASS: PBI V E
TOPIC: Vocabulary and the ESL/EFL Curriculum

The Importance of Vocabulary in L2 Curriculum

Listening, speaking, reading and writing are several major skills in
ESL/EFL curriculum. The four of this aspects always include to L2 curriculum.
But there is one importance skills that rarely mentioned in L2 curriculum, the skill
is vocabulary. Without vocabulary skill, coomunication in an L2 just cannot
happen in any meaningful way. So, this essay will describe the fundamental role
of vocabulary within the L2 curriculum.
Generally there are several ideas about definition of curriculum in the
educational literature. Such as, curriculum is viewed in both a narrow sense and a
broader one (Jakson;1992), curriculum is used both as an outline of a course of
study and to refer to everything that transpires in the planning, teaching and
learning in educational instituition (Tyler;1975), and curriculum is what is taught
and how is taught(Egan;1978). Another way Schwabs (1960) declares that
curriculum has four commonplaces, they are subject, context, learning, and
teaching. So, curriculum is the study of any and all educational phenomena.
At the same time,we should know about L2 curriculum. Stern (1983)
present that the influence of curriculum to L2 curriculum is evident at each of the
three levels of Sterns interactive model. First, recognizes the disposition towards
linguistics noted earlier by describing linguistics, sociolinguistics, and
psycholinguistics as foundation in educational theory and the history of language
teaching. Second, four commonplaces in the interlevel by centering on
educational linguistics and four essential aspects of L2 pedagogy: the target
language, context, learning and teaching. Third, practice is devoted to
methodology and organization in L2 pedagogy.
Continue to the role of vocabulary in ESL/EFL pedagogy and classroom
research. As we know, vocabulary is the biggest component of any language
course. In pedagogy, vocabulary is both a major part of what and how we teach.
ESL/EFL educators need to addres what it means to know and use vocabulary in a
broader way. Also ESL/EFL teachers might begin to address vocabulary teaching
more systematically in their classes by seriously and reflecting two curricular6
questions: for each class, what is the vocabulary I will, should or, need to teach in
this lesson, and how might that best be accomplished? (Egan;1978). So, in
pedagogy, vocabulary should become required or elective course, as culture is, in

some intensive ESL programmes. For research, lexical approach and other
methodes that place systematic focus on vocabulary, could research specific
ESL/EFL vocabulary teaching techniques and their effectiveness for various
groups of learner. Sometime teacher and learner using the development
technology in ESL/EFL education, research into vocabulary learning and teaching
must also consider varied means of vocabulary instruction and acquisition.
Research needs to be carried out on such educational technologies before a more
comprehensive understanding of vocabulary acquisition and use with materials is
attained. So, vocabulary learning and use in academic context is where a students
ESL/EFL course of study interacts with and is fundamental to his or her present
and future course life.
The conclusion of this essay is vocabulary have importance role in L2
curriculum. Vocabulary is both major part of what and how we teach in ESL/EFL
pedagogy. Vocabulary should be include to L2 curriculum as listening, speaking,
reading and writing. Because vocabulary is at the heart of listening, speaking,
reading and writing.