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This essay reports on observations made and research conducted in an intermediate classical Greek class whose primary pedagogical focus was vocabulary acquisition in order to facilitate extensive reading. I draw upon second-language-acquisition (SLA) research, personal observations, and student feedback to inform my discussion. Some promising initial strategies, and their lackluster success, are considered, and adjustments made by the instructor, the author, and the students themselves are also examined. Ultimately I conclude that the most fruitful strategies, both in terms of vocabulary acquisition and language acquisition in general, are those of which the learners themselves are able to take ownership.