摘要：Word Power offers a key role when it comes to effective communication and comprehensive reading. Language teaching-learning is a complex phenomenon especially in learning L2 vocabulary. A learner is provided with a complete package of textual and non-textual language-based content to develop all four skills of L2 of a learner. A language curriculum is based on text aided by co-curricular activities like role plays, presentations, speeches/debates or declamation, essay writing competitions, etc. to improve the language proficiency of a learner. In such activities, vocabulary has a secondary role to play, whereas, it is hard to find such activities where the prime focus is to be given on the development of language learner’s vocabulary size. Language learners view vocabulary enhancement as one of the most challenging domains while learning a language Çelik & Toptaş, (2010). The present study reflects a brief overview of the most frequently practiced pedagogical practices of vocabulary items. This study is qualitative, where secondary level school learners are the target population. The researcher has chosen semi-structured interviews with students (n=20). The study finds that the vocabulary instructional process in Pakistani ESL learners lacks the proper induction of vocabulary teaching strategies. It doesn’t target the utilization of vocabulary items in a meaningful context. In addition, vocabulary items are heavily taught explicitly and implicit instructional methods are not taken much into consideration. Thus, the researcher recommends the integration of best teaching practices into the traditional language pedagogical process. It may involve CALL methods and other incidental and intentional approaches that can enable learners to enhance vocabulary size, retain, and use vocabulary items in a real-life context.
