Abstract
It is commonly accepted that words should be learnt according to their frequency of appearance in the language. Furthermore, it has been found that the depth of cognitive processing required in the process of learning a word has a significant effect on the probability of retention. Previous studies demonstrate that commercial ESL reading textbooks and integrated-skills course books often present inadequate target vocabulary and often incorporate vocabulary activities which require little cognitive processing. These findings suggest that many reading textbooks and integrated-skills course books may not be effective tools for learners to acquire and retain appropriate vocabulary. This paper will describe modifications which can be made to commercially published materials and supplementary activities which can be added in order to increase the amount of vocabulary acquired and retained by learners.
