• D. Loyola Innaci
• Dr. John Love Joy

This paper focuses on the vocabulary acquisition methods in a general English class. The curriculum is framed taking all the four skill (LSRW) into consideration. Students are taught to read text, speak in English and write sentences, but appropriate vocabulary required for communication is not given importance. In this study, 1st-year undergraduate students were the subjects. After completing a lesson with different activities, they were asked to recall new words they have come across. The students could remember and recall only 40% to 50% of the words they were familiarized in course of the lesson. This shows that they understand words and their contextual meaning, but could not retain them for a longer period of time and put them to use in their day to day communication. In the second phase of the study, the researcher incorporated retention strategies in course of the lesson and while doing vocabulary based activities. The students were post-tested on their retention level and found to be greater than the prior results. The retention strategies incorporated were using graphic organizer, using context clues and developing story web. In the study, it was found that words which were made explicit in some way for learners and given attention during the lesson were retained and put to use in their day to day communication. .

Retention, Vocabulary, ESL, LSRW.

"INTEGRATING VOCABULARY BASED RETENTION STRATEGIES IN ESL CLASSROOMS.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 6, page no.63-68, June-2019, Available :http://www.jetir.org/papers/JETIR1907468.pdf

"INTEGRATING VOCABULARY BASED RETENTION STRATEGIES IN ESL CLASSROOMS.", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 6, page no. pp63-68, June-2019, Available at : http://www.jetir.org/papers/JETIR1907468.pdf