Lexicology between the University and Teacher Training Centres: What Role Does It Play in Training an Informed Teacher?

Abstract

Given the dynamic and ever-changing nature of meaning, as well as the complex relationships between the various meanings of words in different contexts — which makes it impossible to include them all in a dictionary — research has focused on the study of lexicon and lexicology, whether in the theoretical field of linguistics, in applied linguistics, or in the field of education. The teaching of lexicology at universities, particularly within undergraduate teacher training programmes, makes an important contribution to enabling future teachers to practise their profession in a mature and informed manner. We hypothesise that most grammatical and morphological features — and the errors resulting from them — have their roots in lexical knowledge.

In this paper, we aim to highlight the importance of lexical knowledge in the training of secondary school teachers through three main sections: In the first section, we address the importance of both the lexicon and the dictionary in the insightful and creative training of teachers, whilst clarifying the differences between them; in the second section, we discuss the semantics of vocabulary, or the way in which lexical information associated with individual words is interconnected and extends to other components of the Arabic language in this context; In the third section, we offer suggestions for integrating lexical concepts into the core training module, or into a separate module, to overcome the difficulties observed among trainees, particularly given that the time allocated to the lexicon module at university is insufficient.

Keywords: lexicography; meaning; sayings; prototypical pattern; neuropedagogy.

Received Date: June 19, 2026

Accepted Date: July 10, 2026

Published Date: August 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/924