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The Power of Reading, Insights from the Research, 2004 by Stephen Krashen
Page 19
□ Language users must acquire many words with many nuances of meaning and complex
grammatical properties. Not only are there many words to acquire, there are also subtle
and complex properties of words that competent users have acquired. Quite often,
the meaning of a word is not nearly adequately represented by a synonym.
As Finegan (1999) points out, words that appear to have the same meaning often refer to
slightly different concepts or are used in slightly different ways.
Also, when we acquire a word we acquire considerable knowledge about its grammatical
properties. With verbs, for example, this includes fairly straightforward properties,
for example, whether they are transitive or intransitive (we can say,
“John told a joke,” but not “John told.”) , as well as more complex properties,
for example, the fact that in the sentence “John is easy to please,”
the subject of “please” is “someone” and not John, but John is the subject of
“please” in “John is eager to please.” Professional grammarians have struggled to
properly describe the generalizations underlying such differences, and they are
rarely taught.
□ Teaching vocabulary lists is not efficient. The time is better spent reading.
Vocabulary teaching methods typically focus on teaching simple synonyms and thus give only
part of the meaning of the word and none of its social meanings or grammatical properties.