VietTESOL International Convention 2026

In many Vietnamese public high schools, vocabulary instruction continues to rely heavily on rote memorization of isolated word lists. While this approach may support short-term recall, it often results in limited lexical depth and unnatural language use. This study argues that developing structured lexical networks, rather than expanding vocabulary size alone, is essential for fostering flexible and accurate language production in Vietnam’s evolving ESL-oriented context.

Grounded in schema theory and research on lexical semantics (e.g., Sotoudehnama & Soleimanifard, 2013; Altay, 2017), the paper examines how hierarchical relations (hyponymy), part-whole structures (meronymy), and collocational patterns can be systematically incorporated into instruction. Insights from studies on conceptual grouping and corpus-informed learning suggest that organizing vocabulary into meaningful networks enhances long-term retention and reduces substitution errors influenced by first-language transfer.

Drawing on classroom-based examples from Vietnamese secondary settings, the paper outlines practical strategies such as semantic mapping, guided collocation analysis, and introductory data-driven learning (DDL) activities. Participants will (1) analyze sample classroom tasks aligned with these principles, (2) identify strategies for adapting vocabulary instruction to their own contexts, and (3) formulate recommendations to promote metalinguistic awareness. The session concludes with implications for curriculum alignment and teacher development as Vietnam continues to strengthen communicative competence and academic literacy in English education.