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In this Unit, I learned that a student's surroundings and current state of living has a lot to do with their pool of vocabulary. How easy or difficult a vocabulary item might be largely depends on the similarity to the students' own language, English words they already know, spelling and pronunciation and appropriacy [to the students, task, etc.]. I learned the importance of differentiating between the \"spoken and written form,\" something that comes so naturally to a native English speaker because of the years and years of natural practice and application. It would be nice, at least in the beginning, to increase a student's productive vocabulary as much as possible, as opposed to their receptive vocabulary. The latter is something the students' will gradually pick up on on their own as they continue to pursue the English language, whether they like it or not. Language functions are also just as important as vocabulary and grammar. By properly learning how to invite, refuse, agree, disagree, suggest, etc., the students' are able to look at and utilize different types of the English language, including but not limited to formal, informal, and technical. For example, when talking with your parents or teachers, you wouldn't talk in a certain tone or use the same vocabulary terms as you would talking to your friends. Realizing this and changing the way one speaks dependent on the situation, setting, speaking partner, etc. is an important factor in the process of learning a new language.
