The paper critiques traditional incidental vocabulary teaching methods in EFL classrooms, which often rely on exposure through reading and listening. It argues that such approaches do not guarantee effective vocabulary acquisition. Emphasizing the need for structured vocabulary instruction, the author aligns with contemporary views that advocate for systematic teaching as an integral part of the syllabus. Citing Lewis (1993), it highlights the idea that vocabulary should take precedence in language instruction, as it is fundamental to effective communication.
