The academic paper titled "Techniques of Teaching Professional Vocabulary with Special Reference to Vocabulary Used in Media" by Dr. Najmus Sarifa focuses on the methods for teaching professional English vocabulary, particularly in the context of media studies. The primary research question revolves around the effectiveness of various vocabulary teaching strategies for students in the fields of electronic and print media, within the framework of English for Specific Purposes (ESP).
The purpose of the study is to explore and evaluate different strategies for teaching professional vocabulary, emphasizing their applicability in media-related education. The study aims to provide insights into how these strategies can be effectively utilized to enhance the vocabulary acquisition of ESP learners, as well as ESL and EFL students. The scope of the research includes a comparison of traditional rote learning methods with more contemporary and context-based approaches to vocabulary instruction.
The methodology employed in the study is primarily comparative, involving a detailed literature review to identify similarities and differences between various vocabulary teaching strategies. The study does not focus on empirical data collection but rather on the analysis of existing strategies, with particular attention to context clues as a key method for teaching vocabulary.
Key findings of the study suggest that teaching vocabulary using context clues is particularly effective, especially when dealing with subject-specific vocabulary, technical terms, and jargon related to media. The research demonstrates that vocabulary learned through context is more concrete, allowing learners to use their knowledge both receptively and productively. This approach also facilitates better retention and application of vocabulary in real-life professional settings.
The conclusions of the study emphasize the importance of moving away from rote learning toward more meaningful, context-based vocabulary acquisition methods. The paper argues that these strategies not only make learning more engaging and practical but also bridge the gap between classroom learning and real-world language use. The findings have significant implications for teaching professional vocabulary, suggesting that context-based strategies are highly effective for students in media-related fields and can be broadly applied in both Professional English and general ESL/EFL classrooms.