VietTESOL International Convention 2025

EFL setting, especially in Vietnam, vocabulary acquisition is a big challenge because rote memorization, limiting retention and communicative use, is the method of teaching. This study investigates the contextualized method of vocabulary teaching in which word teaching within authentic contexts like narratives, dialogues, and multimedia aims to foster better learning outcomes. Reviewing and synthesizing theory and methodology from cognitive, sociocultural, and communicative standpoints, as well as empirical studies, this study assesses how contextualized vocabulary teaching approaches are conducive to incidental and intentional acquisition of vocabulary, to deeper semantic knowledge, and pragmatic competency (Nation, 2013; Schmitt, 2010). The methods include the review of literature based on reviewed studies and analysis of the context-based approaches, such as learner-generated contexts and input-enhanced reading. The results confirm that these approaches implement retention, acquisition, comprehension, and the use of language in real-world settings, much better than the traditional methods could; in particular, for Vietnamese EFL learners in exam-driven classrooms (Hulstijn & Laufer, 2001; Vu & Peters, 2022). The study infers that the introduction of context-based instruction will make EFL teaching vibrant, inclusive, and firmly based on communicative goals, thus providing teachers in Vietnam and alike options for revitalizing the teaching process.