Introduction

Vocabulary is central to language and of critical importance to the typical language learner. Nevertheless, the teaching and learning of vocabulary have been undervalued in the field of second language acquisition (SLA) throughout its varying stages and up to the present day. SLA researchers and teachers have typically prioritized syntax and phonology as “more serious candidates for theorizing” (Richards, 1976, p. 77), more central to linguistic theory, and more critical to language pedagogy. This chapter will seek to show how vocabulary has been viewed, researched, and presented throughout the history of SLA. The purpose of this survey is to build a better understanding of the past and to indicate likely developments in lexical pedagogy in the future.

The Grammar Translation Method

The Grammar Translation Method was first introduced to teach modern languages in public schools in Prussia at the end of the eighteenth century. The primary goals of this method were to prepare students to read and write classical materials and to pass standardized exams (Howatt, 1984; Rivers, 1981). Like courses in classical Latin and Greek, this method used classical literature chosen for its intellectual content as materials; it was typically assumed that most students would never actually use the target language but would profit from the mental exercise. Students were provided detailed explanations of grammar in their native languages, paradigms to memorize, and bilingual vocabulary lists to learn; these prepared them for the regular task of translating long passages of the classics.