A limited productive oral vocabulary can cause a significant level of frustration for learners of English. Words carry the foundational information required to communicate thoughts and participate in meaningful conversations and, without sufficient word knowledge, communication is limited. Moreover, participating in conversation requires an ability to understand words that are heard, but also the ability to use words appropriately in speech. Yet, it is generally accepted that learners’ receptive vocabulary (i.e., words understood in reading and listening) is significantly larger than their productive vocabulary (i.e., words used in writing and speaking) (Laufer, 1998; Waring, 1997; Webb, 2008b). Further problematic is that the transformation of adult learners’ vocabulary from receptive to productive can be a challenging task and more research into the types of activities that second language (L2) teachers can use to support such a transformation is needed. To date, only one study h
Facilitating the transformation of vocabulary from receptive to productive can be challenging for second language (L2) teachers. Although some studies have focused on understanding activities that promote productive vocabulary in written modes (e.g., Teng & Xu, 2022), little is known about the effect of activities on productive vocabulary in spoken modes. To fill this gap, this paper presents an innovative pronunciation-integrated teaching model to facilitate productive oral vocabulary development. Pronunciation training and vocabulary teaching are typically seen as distinct areas of teaching English as a Second Language; yet, in the context of developing productive vocabulary to be used in speaking, they are highly complementary. Therefore, the innovativeness of the model presented here is the integration of pronunciation training into vocabulary-focused. The teaching model is helpful because it provides teachers with a practical guide for the creation of activities that can be us
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