The Role of Contextual Clues in Enhancing Vocabulary Acquisition in ESL Learners

Abstract

Drawing on an intersection of language learning and imaginative culture, this articlse explores the role of contextual clues in the vocabulary acquisition of ESL learners. Using a case study research approach informed by an interpretive paradigm, this study explores how contextual information (visual, narrative, or cultural) can help ESL learners understand better and retain vocabulary acquisition. Participants' experiences are analyzed within and across various educational contexts, including groups of high-school language students, pre-service teachers, and community ESL learners representing varied national, linguistic, and cultural backgrounds. The participants' records reveal the significance of narrative context, visual imagery, and cultural resonance in reinforcing vocabulary acquisition and comprehension among ESL learners. The findings indicate that participants who engaged with contextual clues demonstrated better vocabulary retention and application as they developed more confidence in using newly learned vocabulary in both spoken and written contexts. This study contributes to the discourse on language pedagogy, emphasizing the role of imagination in ESL teaching and learning. By demonstrating the impact of the context of engagement on language learning, this study will encourage educators to embrace the imaginative and culturally rich materials in ESL curricula to create more immersive learning experiences and ultimately enrich the pathways of ESL language learning. Implications of this study will be drawn for researchers and educators in applied linguistics, education, and cultural studies who want to explore the incorporation of contextually rich strategies into vocabulary instruction.