Developing Preservice EFL Teachers’ Pedagogical Competence in Fast-Mapping Vocabulary Instruction: Evidence from Hunan Middle Schools

Abstract

Vocabulary acquisition and pedagogical competence are central to effective English as a Foreign Language (EFL) instruction, yet a persistent
gap exists between theoretical knowledge and classroom practice, particularly in middle school contexts. Preservice teachers often struggle to
translate pedagogical understanding into effective vocabulary teaching, especially when implementing cognitively informed strategies. This
study examines how preservice EFL teachers in Hunan middle schools develop and apply pedagogical competence in fast-mapping vocabulary
instruction, the challenges they encounter, and the influence of teacher education programmes and contextual factors on instructional decision
making. It aims to critically assess preservice teachers’ competence in using evidence-based vocabulary strategies and to examine contextual
and pedagogical factors that facilitate or constrain effective teaching. An exploratory qualitative design was employed, drawing on high-quality
secondary sources, including peer-reviewed journal articles, books, institutional reports, and educational policy documents accessed through
Scopus, Google scholar, Web of Science, ERIC, and ProQuest. Thematic analysis synthesised patterns related to pedagogical competence,
instructional practices, and contextual constraints, with Cognitive Load Theory, particularly schema acquisition, guiding interpretation.
Findings indicate that fast mapping serves as a cognitively grounded pedagogical strategy that enhances vocabulary learning and strengthens
preservice teachers’ instructional competence, though exam-oriented curricula, limited instructional time, and resource constraints restrict
consistent implementation. The study contributes to teacher education, applied linguistics, cognitive psychology, curriculum studies, and
educational policy, and highlights directions for future research on integrating cognitively informed strategies into EFL vocabulary pedagogy.