•      The criteria were also used in determining vocabulary syllabuses for language teaching:

•      Teachability: Concrete vocabulary is taught early on because it can easily be illustrated through pictures or by demonstration (in Direct Method, where translation is not used or Total Pysical Response –teaching meaning through action)

•      Similarity- some items might be selected because they are similar to words in the native language.

•      Availability: Some words may be frequent but are readily available in the sense that they come quickly to mind when certain topics are thought of.  To illustrate, classroom calls to mind, desk, chair, whiteboard, teacher and pupil. 

•      Coverage: Words that cover or include the meaning of other words may be useful. (e.g., seat might be taught because it includes the meanings of stool, bench and chair

•      Definining power: Some words could be selected because they are useful in defining other words, although they are not among the most frequent words in the language. (e.g., container might be useful because it can help define bucket, jar.

•      Communicative need: Some words might be needed early on in the course based on the learners communicative needs. (e.g., in a basic travel-survival course, learners need words related to greetings. Buying and bargaining, signs , accommodation, food and so on).
Context (General English or English for specific purposes etc)