- Lack of Exposure: Illiteracy often implies limited access to written materials, such as books, newspapers, and other sources of written information. This lack of exposure to written language restricts their exposure to new words and reduces opportunities for vocabulary expansion.
- Oral Communication Reliance: Illiterate individuals primarily rely on oral communication, which may have a narrower range of vocabulary compared to written communication. Spoken language often involves more colloquial terms and expressions, while written communication encourages the use of more formal and diverse language.
- Limited Education: Illiteracy is commonly associated with limited educational opportunities. Formal education provides systematic instruction in language, grammar, and vocabulary development. Without this structured learning environment, illiterate individuals may not receive explicit instruction on vocabulary expansion.
- Contextual Factors: Social, economic, and cultural factors can influence vocabulary development. Illiterate individuals may come from environments with limited access to resources and opportunities for learning, which may further restrict their exposure to a wider range of vocabulary.
It is important to note that illiteracy does not necessarily equate to a lack of intelligence or cognitive abilities. Illiterate individuals may possess substantial knowledge and skills in other areas, such as practical problem-solving or traditional wisdom, even with limited formal education. Vocabulary size is just one aspect of language proficiency and should not be used as a sole indicator of an individual's overall intellectual capabilities.