ACTIVATING NEWLY LEARNED VOCABULARY IN SPOKEN ENGLISH

Abstract

This article explores English language learners who are student, intermediate (B1) level in a local school. Most of the second language learners acquire new words through reading and explicit instruction but they gave struggled with using new words spontaneously in active way of spoken communication, they just learn them in passive ways. This gap between vocabulary knowledge and actual use often results in hesitant, limited speech despite adequate lexical recognition. In this article explain distinction between passive and active vocabulary and examines why newly learned words frequently fail to transfer learners’ spoken production.

Drawing on classroom-based teaching experience, the article presents practical strategies for helping leaners activate new vocabulary in speech, including repeated contextual exposure, the use of lexical chunks, guided speaking tasks, and low-risk communicative activities. A short classroom examples is provided to illustrate how teachers can support lexical retrieval and build learners’ confidence in using new words orally. The article argues that systematic, supportive practice can effectively bridge gaps between learning vocabulary and using it in meaningful spoken interaction.