خلاصه ماشینی:
"Moreover, he stated that in following that trend, some evolutions occurred leading to the present beliefs in vocabulary teaching, which focus on vocabulary items by considering their ''central role in contextual, meaningful language'' (p.
Necessary to mention, while the breadth of vocabulary demonstrates ''how many'' words the individual has acquired, the depth of lexical knowledge refers to ''how well'' the items are known by the learner (Schmitt, 2010, p.
Related to the aforementioned point, Honey field (1977, as cited in Ciftci & Uster, 2009) stated some of the ways that the learners could face the new words in the text.
1) Considering the first myth, by referring to his experience as a language learner in several countries, and by citing evidence from Hynes and Baker (1993, as cited in Folse, 2004), Joe (1995, as cited in Folse, 2004), and Laufer (1998, as cited in Folse, 2004), who were in favor of importance of vocabulary knowledge in coping with different skills, Folse (2004) denied this myth and stated that in the field of language learning and teaching grammar was put at the core of interest for a long time.
In this vein, to provide more evidence, he referred to the result of a study by Tinkham (1997, as cited in Folse, 2004) which was in favor of learning through thematic sets instead of semantic grouping of words.
Providing evidence from some studies about using the dictionary and its effect on learning (Knight, 1994; Luppescu & Day, 1993, as cited in Folse, 2004), Folse (2004) did not accept the seventh myth."