The Influence of Vocabulary in Writing

Vocabulary is a salient aspect in writing. Writers have to select appropriate words in writing text. The key to understanding both spoken and written language is knowledge of vocabulary. Successful writing text is related to knowledge of word meanings. Experts pointed out words are the writer’s tools of trade. But before the writer can choose precisely the right word for the appropriate context, the writer needs to know a little about the kind of words which they will use. This article will discuss the students’ problems in writing text. Most of them write some spelling mistakes, misused words and incomprehensible words.

The views of experts show how important vocabulary mastery before one could become a successful writer. Johnson and Pearson (1987) say that

a basic function of language is efficient, effective unless the words meanings used to transmit information hold similar values in the minds of both the author and the reader.

Readers’ understanding of literature that they read is marked by the readers identify the vocabulary chosen by the author, the reader understands the relationship between vocabulary contained in the text, and the reader connects vocabulary contained in the text in a unique combination of vocabulary used by the author.

The function of vocabulary in a text or essay is very large. According to linguists, the main factor that influences the success of writing is vocabulary. Johnson and Pearson (1987) state further the words become a summary symbol for all those concepts, a set of abbreviations that allow us to communicate a lot of meaning in a brief amount of space and time.

Research on the use of vocabulary in writing texts, scientific text and fiction, as well as letters, both official and private, has been carried out from time to time. So much research conducted to find out where the weaknesses are and what the core issues that so many students fail to complete the paper or fail to take the writing course. The results show that the failure of many native and non-native students caused by the inability to choose the right words. Besides, the students also choose the wrong vocabulary, and write mispelling vocabulary (Wall & Hull,1989., Kroll.,1990, Leki., 1992). They also suggests that the failure of students in writing due to improper use of grammar and student's ability to write with a systematic method of writing that is not quite.

1. Misused Words
The below examples indicate that students generally are still having difficulty in choosing the right vocabulary in writing. The inability to choose the right vocabulary leads them to fail in writing essays.

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Consider the following table shows that students are confused to choose the right words because the words selected almost the same sounds but the meaning is very different from each other:

2. Incomprehensible Words
Incomprehensible words are words used in the text cannot be understood. Using incomprehensible words in writing lead the readers to be confused. It appears from the following examples of students translate sentences in L1 to L2 that cause comprehensible errors:

1. My group is about five bus.
2. Gladly and thankfully for your cooperation.
3. Time can be changed or regulate everytime
4. We are two buses in convoy.
5. It is very necessary to improve the liking to our country

These errors happened because students try to transfer their ideas into the target language without having adequate knowledge in arranging the vocabulary into the appropriate sentence of target language. The developing vocabulary presented in each sentence only translate word-for-word or literally ignoring the linguistic background of target language.

3. Spelling Mistake

Spelling Mistake are wrong words written. The errors happen because they do not know the exact pronunciation of words written, and do not know how to write the vocabulary in the target language.

The above discussion shows that students have difficulty in writing due to the ability to choose the right vocabulary in context is lacking. In addition, students also still find difficulty in writing words with the correct spelling. Students write essays in the target language (L2) tend to use translation word-for-word without considering the translation equivalent.

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References:
Davies, A. (1985). Principles of language testing. Basil Blackwell.
Johnson, D.D. & Pearson, P.D. (1984). Teaching reading vocabulary. New York: CBS College Publishing.
Kroll, B. (1990). Second language writing. Research insights for the classroom. Cambridge: Cambridge University Press.
Leki, I & Carson, J.G. (1997). Students’ perceptions of EAP disciplines. TESOL Quarterly 28 (I), 81-102.

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Regard,
ALFYD, English Language Teacher