IMPROVING VOCABULARY TEACHING METHODOLOGY IN EFL THROUGH MATERIALS ADAPTATION AND DEVELOPMENT: PROBLEMS AND PRACTICAL SOLUTIONS

This paper addresses common methodological problems in teaching vocabulary to speakers of other languages, particularly in mixed-ability pre-intermediate EFL classrooms. The study focuses on a cohort of Year 1 university students majoring in English, who demonstrated limited productive vocabulary, low speaking confidence, and overreliance on translation despite prior exposure to communicative language teaching. To respond to these challenges, a set of adapted and newly developed materials was implemented, including coursebook adaptation, skills integrated tasks, and computer-assisted language learning (CALL) activities. Using classroom- based qualitative observation and analysis of learner output, the paper reports increased learner engagement, improved use of collocations, and greater willingness to participate in speaking tasks. The findings suggest that context-sensitive materials development, combined with scaffolded interaction and digital tools, can offer effective methodological solutions to persistent vocabulary learning problems in EFL contexts.本研究针对非母语者词汇教学中普遍存在的方法论问题展开探讨，尤其聚焦于混合能力水平的前中级英语作为外语（English as a Foreign Language）课堂场景。研究对象为一群英语专业大学一年级学生，他们虽此前接触过交际语言教学，但产出性词汇量有限、口语自信心不足，且过度依赖翻译手段。为应对上述挑战，本研究采用了一系列改编及全新开发的教学材料，包括教材改编、技能整合型任务，以及计算机辅助语言学习（Computer-Assisted Language Learning, CALL）活动。本研究通过课堂质性观察与学习者产出文本分析，发现学习者的课堂参与度有所提升，搭配词使用能力得到改善，且更愿意参与口语任务。研究结果表明，结合支架式互动与数字化工具的情境化教学材料开发，可为英语作为外语教学场景中长期存在的词汇学习难题提供切实有效的方法论解决方案。