What is your best vocabulary learning strategy? Describe it in detail, and then
discuss the population for whom you think it is most appropriate.
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My best vocabulary learning strategy is the same as my response to the question about whether objects/charts/graphs help students learn.
ReplyDeleteWhen it comes to vocabulary such as objects, food, colors, I think the best way to truly ACQUIRE a piece of the L2's lexicon is to associate the L2 word directly to the vocab word rather than filter it through the process of translating to the L1. The students should identify the L2 word with the image of the object that is the vocab word rather than an image of the L1 translation.
Honestly, in my experience as an L2 learner, the vocabulary I acquired most easily was simply through notecards and drilling. Maybe that approach might not work with students easily bored or who cannot focus. However, the words I drilled for vocab quizzes etc are the ones I still remember and the words I learned implicitly I have a harder time remembering, identifying, and producing.
Remembering vocabulary through many drilling is necessary but for me, I like to learn new vocabulary through reading although I’m not sure if it’s the best way to learn. I usually find the new words and new lexical collocations in the passage and look them up in the dictionary and write down the meaning. I think learning vocab in the context is a good and practical way, in which I can know their part of speech and the words they usually use with. I think this strategy can be uses outside classroom as a fun extra activity for students who want to learn more about L2.
ReplyDeleteI don't know that I have a 'best' technique for language learning, but I do have a favorite. When I was learning Korean I had difficulty picking up the breaks between words, and so even hearing vocabulary words was a challenge and often frustrating. I could have a whole list of vocabulary words technically memorized but actually identifying them within the context of an utterance was really difficult. However, I loved watching Korean-language television dramas, and as I was watching an episode I would make myself write down any of my vocabulary words I thought I recognized (just one time each) in Korean. Once I had a word written down, I made myself make a check or tick mark each time I heard it again in that episode. After I wrote them down, I would tally up the frequency, and also go look each word up in the dictionary to verify meaning and spelling. Sometimes I would write my own definition of the word, or I would note the way it had been used. If it was a new word, I would create a flashcard for myself so that I could practice using it in sentences. I kept notecards with me at all times and would pull them out and run through them whenever I had a few moments free. I found this really helpful in that it not only gave me a much richer connection between the word and its meaning, but it also allowed me to identify the ways a word could be used (since the same word would often be used in several different contexts/ways). One thing that helped me to remember vocabulary was to always rehearse it within the context of a sentence - so I wouldn't simply memorize the word, I understood how it was supposed to be used.
ReplyDeleteI think it depends on what type of vocabulary you’re trying to learn. If it was just concrete things, nothing abstract, then I would say realia is definitely the best (this can work for any age). If it was something abstract though, then maybe you can try things through the episode hypothesis. Moreover, sometimes when a learner is curious to know the meaning of a word, and they look it up themselves, then usually they will tend to remember it more than just being given a definition. However, I think the more you use the vocabulary, the more you will remember it. So, I would suggest finding an activity that focuses on making use of those terms (if they’re not really hard long words that even native speakers probably don’t know off the top of their head), and that can also be done with any age group, because you can always find (or make) an activity that is age appropriate for whatever group of students you have.
ReplyDeleteI found the best way for me to learn vocabulary was to read over the list, and write it out several times. I don't know how well this works for anyone else, but it always seemed to work for me.
ReplyDeleteI think the population this would work best for would be any population with at least some literacy. If the population is not literate, and cannot write in their L1, this technique would not work for them.
For me personally, the best vocabulary learning strategy is reading books. It's nothing too sophisticated, I know, but it works for me. I try to read all different types of books in Spanish and then learn new vocabulary through context. Although I read spanish books with a spanish-to-english dictionary conveniently at my side, I strive hard not to use it. Usually, I can figure out a word through context. Every now and then I get stuck and there's a really unusual word maybe next to another word I don't know, and then I'll look it up. I think the most important part is to try and figure it out through context. Because, even if I do look up a particular word to translate it, there are so many different translations for a particular word. Who knows which one is the correct one in each situation? Also, maybe that particular use of that word is part of spanish slang and doesn't mean it's literal meaning. So even though I use my dictionary as a last resort, it may not be the most reliable. The most reliable resource is my own instincts. Even if I'm not 100% sure that I'm right about the meaning of a particular word, I can make note of it and then continue reading. Chances are, I'll see that word again in the book and then I can compare the contexts that the word was used in. This is a much more effective way to determine the meaning of a word than using a dictionary. Through personal experience, I can say this method is highly effective.
ReplyDeleteThe only formal strategy that I have used for learning vocabulary is rather simple. In beginning level Spanish courses, I would read over the chapter’s vocabulary list a few times, and then have a family member test me on them. First, they would read the Spanish words, and I would give them the English equivalent. Then the second time through the list they would give me the English word, and I would give Spanish equivalent. This helped me to handle production as well as recognition. (A side note that may not be applicable to all language learners: I also learned to listen carefully for word recognition because none of my family members knew very much about Spanish pronunciation, so their help forced me to really learn the words in order to guess which one they were really saying.)
ReplyDeleteI think this would be an applicable technique for beginners who need to acquire a lot of vocabulary quickly and who have available partners for practice (such as other students, family, etc).
It depends on the type of vocabulary. In terms of tactile objects, walking about and pointing to objects helps me the most. Sometimes, I’ll ride my bike and point out things around me (trees, streets, flowers, etc.) and talk to myself. I will come home and point out household objects and try to make sentences or songs (again, talking to myself). I think any seeing person could do this; otherwise touch would helpful as well. Anything that has to do with the senses, I believe, helps immensely. With verbs, I make flashcards. I’m not sure if this method is very communicative since it resembles drilling, but sometimes, it is necessary for me. It helps me establish automaticity in my brain. So if I’m trying to ask a question, it helps me grab the word quicker. I don’t really know to whom this strategy would be helpful for.
ReplyDeleteWhat works best for me is to first see the real vocab object (or understand its concept in context), connect the concept with its pronunciation, see the word written, encounter it repeatedly in the future in different contexts (perhaps through vocab recycling in subsequent units), and of course to find myself producing it communicatively. When all of these are met, I REALLY learn a word. I believe this method could be appropriate for any population.
ReplyDeleteThinking back to my L2 studies, I think the best vocabulary exercises were always paired up with some visual aid. An object or image helps a lot towards retention. People are hard wired to give names to objects and actions. Seeing and visualization are a natural way of associating words and remembering them.
ReplyDeleteI think this would work well with any type of student. Someone mentioned that it might not work well if some students were not literate but even in that situation I think illiterate students would benefit by remembering the vocabulary verbally if not in written form. I figure we all learn to speak first and write later.
For me, seeing the object (if it's tangible) is the first part of really learning the word. But even if I can't see the object, just using it in context really solidifies it for me. If I can find I way to use the word in conversation a few times, (and get feedback on whether my usage is right), then I have it forever. I've found that this really works well for anyone, literate or not.
ReplyDeleteThe best way for me to learn vocabulary is twofold. Flashcards to get familiar with the spelling of the word. And sentence creation in using the word. So the flashcards help with spelling and even defining the words while creating sentences that use the words (the sentences have to make sense) help with usage. I think this could be helpful at any level but for beginners it would be an advantage. They could create flashcards (one side with the word and the other side with the L1 meaning) and then creating sentences or a dialogue using the vocabulary properly, and just reading them out loud will help students get familiar with the words.
ReplyDeleteStefani Goode
The rote learner in me really likes flashcards. While they are great for concrete things such as books and pencils, though, they are not so wonderful for most other things. Part of the problem is that there's not always an equivalent word in English for everything. It might be that A in English = B in another language. But sometimes A in English = B, C, D, and E in another language. When I was learning Khmer, I learned the phrase for "wash the dishes," rote-learned the word "wash" from a flashcard, and then tried to use it for every kind of washing there was in English - washing hands, washing hair, washing clothes, etc. The only problem was that in Khmer all those phrases use a different word for wash. I finally gave up on rote memorization and learned more by practice, with my necessity for language driving me on. For example, shortly after I got there my room was invaded by fire ants. I NEEDED to know how to find ant killer at the market. I asked my language teacher, we practiced the necessary vocabulary and role-played the conversation I might have at the market with a seller, and I went to the market on my own to buy it. In the end I think necessity was my best vocabulary-learning mechanism, but obviously that is a benefit EFL learners can enjoy, not ESL. As far as rote learning goes, it will likely feel very comfortable for students from cultures where that's the norm, such as China. For students with no educational background, however, it's better to take a needs-based approach and allow them to see/touch/use things connected to the vocabulary they're learning.
ReplyDeleteThe other more effective tool I used for language learning is something I think we should encourage among our students - critical thinking and guessing! Once I knew some vocabulary, I started seeing patterns. Then I could use those patterns to make educated guesses. For example, the word "water" is a root for many liquids in Khmer (i.e., ketchup = "water tomato"). Once I was trying to say "spit" but didn't know the word, so I guessed "water mouth." Much to my surprise, I was exactly right! We need to teach our students how to deduce what people are saying using their existing knowledge base and how to make educated guesses, as well.
- Debby Adams
My current strategy is centered around the textbook that my program uses. We have to work our way through the book and at the beginning of each lesson there is a section provided for learning the vocabulary related to the lesson. This lends itself to specifically focusing on the vocabulary. I also incorporate some of the strategy mentioned on page 437 of our textbook of helping the students figure out words on their own. One of my favorite methods of doing this is to point out when there are words that are made up of parts of words. I have the students try to break it apart and show them examples of other words with a key part in it so they can see more examples and point out that they can break apart words too.
ReplyDeleteIt is different depending on language learners’ age and competence. One of the most effective vocabulary learning strategies for beginners or young language learners regardless of whether the language is L1 or L2 is using real objects or pictures. For example, we can easily see that mothers teach some words to their baby by repeating the words many times indicating or showing the real object corresponded with the word. Not only these young babies but adult L2 learners also use objects or pictures. For example, some word cards have two different sides that one side is written a word, and the opposite side has the corresponding picture. Because images are reminded in memory longer time than just memorizing words without any clues, this way is very helpful for beginner learners. On the contrary, the vocabulary learning strategy for advanced learners is somewhat different. Usually, this advanced language learners learn vocabulary in sentences or in contexts not just the words separately. Through this vocabulary strategy, learners can learn not only the vocabulary but complex sentence structures. Moreover, because they learn the vocabulary in paragraphs or discourses, they can acknowledge the meaning exactly in context, and it helps that learners remember the vocabulary more concretely.
ReplyDeleteAs most answered I personally favor flash cards. The drilling and consistent repetition helps me remember vocabulary. While it can not be done with some vocabulary I also feel a picture next to the word helps me envision in my head what I am talking about. For those words that just never seem to stick in my head I like to write them down over and over again around 10 tens. Once I have the term in my head I figure out ways to use vocabulary making phrases and having them checked by someone else. I feel these methods can be used for all levels. Certain vocabulary can not be drawn, but finding ways to use them in conversations should be sufficient for most to remember those more complicated vocabulary, following the second principle on page 436.
ReplyDeleteI am NOT a fan a flash cards: they may work for cramming for a test, but by the next morning, I've forgotten everything. My favorite is making sentences, particularly silly or unusual ones. If I can write a whole silly story using my vocab words, it's really helpful. For example, when working on adjectives and kitchen vocabulary, I wrote a story for myself in German about baking a pink cake using green spoons in big yellow bowl. The more ridiculous it is, the memorable. It also forces me to picture each noun and adjective while I am writing/talking. Actually putting the words in context helps them seem more "real" and worth knowing than just having 200 flashcards. I think this method is good for other students who have trouble with rote memory, and those who have trouble speaking in class, because using all the grammar and vocabulary when no one is listening makes it easier to learn.
ReplyDeleteKailey
In all honesty my favorite technique to learning vocabulary is flash cards. It seems to be the repitition that helps alot. But what I also do is come up with weird things that might have to do with what the word rhymes with or part of the word that is another word I know in that language or in English. For example, temprano means early in spanish so I might remember it by thinking that the opposite of late which might make someone made which might mean they have a temper. Yes, that sounds cray but that is really the way that I remember the vocabulary and it works for me! I think that this way of learning vocabulary would be best for people who like to do things in an orderly manner but with a little bit of a twist to distinguish the words apart from each other.
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