Further complicating the situation is the fact that simply devoting more time to vocabulary instruction will not necessarily increase vocabulary knowledge. To achieve the impact we desire, teachers must recognize the serious limitations inherent in some common instructional practices. These flawed practices most often occur when teachers do not distinguish between memorizing a definition and understanding a concept. This situation is typically manifested in classrooms where students are routinely engaged in the following:
- being given a list of decontextualized words on Monday;
- looking up in a dictionary, recording in a notebook, and committing to memory the definitions of those words;
- being tested on the words and definitions on Friday.
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