The Harmony Model

Abstract

Vocabulary knowledge is regarded as the major driving force behind all stages of L2 learning and teaching. On the other hand, learners mainly consider mastering a large number of L2 words as one of the most challenging aspects of SLA. L2 teachers are recommended to do their best to offer their students a well-designed vocabulary learning program so that they can face this challenge. However, the literature does not provide consensus on the effective strategies of learning and teaching L2 words. In this respect, this systematic review article aims to explore the core elements of a well-structured vocabulary learning and consolidation program for EFL learners through detailed analyses and evaluations of the literature. In the light of the study findings, a “harmony model” is put forward as a well-orchestrated integration of six practical strategies to create a more pleasing effect on the lexical competence of EFL learners through systematic vocabulary instruction, which might pose some methodological implications for EFL learners, teachers, teacher trainers, and curriculum designers.