Subject-specific vocabulary does not present many problems for students already engaged in ELT. On the other hand, vocabulary related to study and functional/notional categories in an academic context can cause some difficulty as study terms like thesis, hypothesis, summary have specific connotations in an English-speaking academic context.
CONTEXT
Teaching new vocabulary through context, such as a reading text or a listening text, has many advantages, as the text contains a lot ot vocabulary items which are familiar for students. So they can work out the meaning of new items if they share the same or related academic background.
ELICITING CONTEXT
Using headlines, visuals or a questionnaire enables students to elicit vocabulary by drawing on their own experiences and introduce new items which relate to those already elicited.
CONTEXT FROM TEXT
It is useful to help students to interpret overall meanings and draw conclusions, without necessarily knowing every word.
In some countries, traditional monologue is predominantly a lecturing style. In western countries there si an increasing use of the informal, conversational style, based on notes or handouts. In the USA, there is a lot of interaction between lecturer and students.