Innovation in Language Learning

Vocabulary can be identified as one of the significant elements of language. That is, high lexical richness is perhaps related to language proficiency which is the target for most second language learners. In terms of teaching language for specific purposes, because of the considerable role of vocabulary the controversial question arising here is this - ‘Is teaching language for specific purposes essentially an issue of teaching specialised vocabulary’. While there is a perspective which agrees with this statement, there is another viewpoint which rejects this notion. This research will discuss the previous question conceding that although learning specialised vocabulary is important, Language for Specific Purposes (LSP) is not essentially an issue of teaching specialised vocabulary. The balance of the understanding of the significance of specialised vocabulary in LSP by understanding its role in the LSP process as well as considering the purpose of LSP learners are considerations that support this perspective. Also, the needs analysis, discourse and genres notions with their essential roles in LSP are other considerations that support the suggestion that LSP is not essentially an issue of teaching specialised vocabulary. This research illustrate reasonably the significance of specialised vocabulary in LSP teaching, and it will discuss some of the essential issues in LSP practice such as learner needs, discourse and genre.