CONCLUSIONS

The present paper was intended as a necessary tool for both students and colleagues, and for anyone who might be interested in finding out more about vocabulary teaching at advanced level and its importance. On the one hand, there is the theoretical part which was projected as a way to a better understanding of some important notions related to the study of English vocabulary. On the other hand, there is the practical part which may represent a valuable source to better grasp some realities that teachers of English in Romania are confronted with, as well as a way of coping with different teaching situations. In the theoretical part, we have attempted to give a comprehensive picture of vocabulary teaching, based on our personal teaching experience, whereas in the research part we have tried to point out specific problems teachers are confronted with and provide some viable solutions. The practical activities focused on specific areas of difficulty for students: phrasal verbs, idioms, levels of formality, metaphorical language, collocation and word building. Having made a detailed analysis of the five chosen coursebooks at advanced level from the viewpoint of vocabulary selection and teaching techniques they employ, we have reached the conclusion that they all have their strong and weak points and no coursebook is perfect. Once teachers become aware of a coursebooks strengths and weaknesses, they should select what they want to use and bring in supplementary materials. Relying too much on the textbook and the syllabus may lead to monotonous classes and decrease students motivation. Consequently, the textbook should be seen as an aid and not something to be followed slavishly. It can be a fine source of useful, exploitable material provided teachers adapt and vary the activities to the needs of a particular class.

Good teaching, based on a careful selection of coursebooks, a good lesson planning, teaching methods and aids, often provide a sensible progression of language items, summarizing what has been studies so that the students can revise those points they have been working on, and showing them what is to be learnt next. Some teachers tend to follow the same format from one unit to the next; over-relying on the textbook and the syllabus may lead to monotonous classes and affect students motivation. This danger can only be avoided if the teacher believes that the learning experience should be permanently stimulating and interesting. This is no easy task, but if the strategies and activities are varied, then the students interest will be raised. For a lot of reasons what we have planned in advance may not be appropriate for a certain class on a particular day. The flexible teacher then will be able to change the plan in such a situation, to supplement and modify the material according to what he thinks would be most beneficial and motivating for the students. The teacher who believes in variety will have to be flexible since the only way to provide variety is to use a wide range of techniques. In conclusion, there are no universal recipes for successful vocabulary development. Ideally, students should be provided with relevant and useful input, by presenting items in context and within known structures. Emphasis on vocabulary work should also include items of relevance to students in order to ensure their incorporation into the students' active vocabulary.

Exercises encouraging students to develop independent vocabulary learning strategies, namely the ones where the context is used as a means of providing clues. a wider range of inputs, vocabulary teaching techniques and tasks promotes better vocabulary learning To cover several areas that need improving (in the coursebooks): a wider range of inputs, a wider range of vocabulary teaching techniques, a higher degree of students involvement. All these are time-consuming, but they are well worth the effort. Sometimes we felt that the students may be overloaded with words and consequently the class may be boring, as the range of exercises was limited and there was too much information to be taken in.

The practical part was supported by our personal teaching experience Partea teoretica contine elementele metodologice care s-au regasit in partea practica