Week 12 - e-learning: Effective Strategies for Teaching Vocabulary

Nov 5, 2024

Lecture on Teaching Vocabulary by Paul Nation

Introduction

  • Guest Speaker: Paul Nation from New Zealand
  • Focus: Teaching vocabulary to young children
  • Emphasis that teaching is only a small part of learning vocabulary

Vocabulary Learning for Young Children

  • High-Frequency Words: First 2000-3000 words are crucial.
    • European children know a lot of English due to the internet.
    • Many high-frequency words are already known as loan words in other languages (e.g., Japanese).
  • Picture Vocabulary Size Test: Developed to assess vocabulary knowledge up to 6000 words using pictures and sentences.
    • Available on Paul Nation’s resources website.

Approaches to Learning Vocabulary

How is vocabulary learned?

  • Four Integrated Strands in Language Courses:
    1. Input (Listening and Reading): Extensive exposure to real, level-appropriate material.
      • Enables learning of around 1000 words per year.
    2. Output (Speaking and Writing): Using vocabulary productively.
      • Activities include prepared talks, problem-solving, memorized dialogues.
    3. Deliberate Learning: Focused and structured teaching of vocabulary.
      • Should only constitute about 25% of course time.
    4. Fluency Development: Practice using known vocabulary fluently.
      • Activities include speed reading, repetitive listening exercises, and 10-minute writing tasks.

Repetition and Quality of Meetings

  • Repetition: Critical for vocabulary retention.
    • Exact vs. Varied Repetition: Varied is more effective.
    • Immediate vs. Spaced Repetition: Spaced is critical for long-term retention.
  • Quality of Meetings: Deep, thoughtful engagement with words.

The speaker emphasized that both repetition and the quality of "meetings" with words are crucial for successful vocabulary learning. Here's a breakdown of their key points:

Repetition:

  • Importance: The speaker stressed that the more often learners meet a word, the more likely they are to learn it. Repetition strengthens the connection between the word's form and its meaning in our brains.
  • Types of Repetition:
    • Exact Repetition: The word appears exactly the same way (spelling, form) and in the same type of context (listening, reading, speaking, writing).
    • Varied Repetition: The word appears in different forms (plural, past tense, etc.) or in different contexts, which makes it more memorable.
    • Immediate Repetition: Encountering a word and then immediately seeing or hearing it again.
    • Spaced Repetition: Encountering a word and then seeing or hearing it again after a longer interval (e.g., hours, days, weeks). The speaker strongly advocated for spaced repetition as more effective for long-term memory.
  • Frequency: Teachers should aim to have learners encounter the same material (including vocabulary) at least four or five times throughout a course. This can be done through revisiting previous lessons, using exercises with variations, or incorporating previously learned vocabulary into new activities.

Quality of Meetings:

  • Importance: The speaker stressed that how we engage with a word when we first encounter it is just as important as repetition. A deep, thoughtful interaction with a word leads to better retention.
  • Levels of Engagement:
    • Noticing: The most superficial level. This includes simply seeing or hearing a word, looking it up in a dictionary, or hearing a teacher explain its meaning.
    • Retrieval: A deeper level that involves recalling the word's meaning from memory. This can happen when learners encounter a word they've seen before and try to remember its meaning.
    • Varied Retrieval: A deeper level than simple retrieval, where learners encounter the word in a new context and must recall its meaning in that new situation.
    • Elaboration: The deepest level of engagement, which involves analyzing the word, connecting it to other words or ideas, using memory tricks, or breaking it down into its parts (prefixes, suffixes).
    • Deliberate Study: Intentionally studying a word using flashcards, word lists, or other focused methods.

In summary:

The speaker emphasized that the best way to teach vocabulary is through a combination of repetition (especially spaced repetition) and high-quality, deep interactions with words. This means encouraging learners to actively engage with words beyond simply recognizing them and to build a deeper understanding through various types of retrieval and elaboration.

Here are the 8 strategies of learning, as presented by the speaker in the transcript:

  1. Focus on Useful Vocabulary: Prioritize learning high-frequency words, those most commonly used in English, before moving on to less frequent words.
  2. Encourage Extensive Input: Provide opportunities for learners to engage in a lot of reading and listening at the right level for them, exposing them to new words in context.
  3. Promote Output: Encourage learners to speak and write using the vocabulary they're learning, putting words into practice and deepening their understanding.
  4. Utilize Repetition: Regularly revisit learned material, using both exact repetition (repeating the word in the same form) and varied repetition (encountering the word in different contexts).
  5. Teach Vocabulary Learning Strategies: Equip learners with tools and techniques for independent vocabulary learning, such as using dictionaries, flash cards, and creating their own word lists.
  6. Emphasize Word Consciousness: Help learners develop an awareness of the structure of words, their relationships to other words, and how they function within language.
  7. Teach Learners How to Learn: Empower learners to take control of their own learning by introducing them to strategies like spaced retrieval, varied retrieval, and word analysis.
  8. Develop Fluency: Help learners become more fluent in using the vocabulary they know by engaging them in activities that encourage speed and accuracy with familiar material.

These 8 strategies are designed to create a well-rounded approach to vocabulary acquisition, ensuring learners develop a solid foundation and become confident, independent language learners.

Final Thoughts

  • Equal emphasis on all four strands within the curriculum.
  • Extensive reading programs enhance vocabulary learning.
  • Teaching methods should cater to varied retrieval and spaced repetition principles.

Conclusion

  • Encourage extensive reading and varied, spaced repetition for effective vocabulary teaching.
  • Ensure balanced course design to maximize learning outcomes.

Here are some key strategies mentioned in the lecture for teaching vocabulary to children:

  • Focus on high-frequency words: Start with the most commonly used words in English (the first 2,000-3,000 words) as they are essential for comprehension and communication.
  • Utilize the Four Strands Principle: Integrate input (listening and reading), output (speaking and writing), deliberate learning, and fluency development in your lessons to provide a balanced approach to vocabulary acquisition.
  • Encourage extensive reading: Provide ample opportunities for children to read graded readers at their level. This helps them encounter words repeatedly in different contexts, fostering vocabulary growth.
  • Embrace varied and spaced repetition: Don't just repeat words in the same way over and over. Vary the way you present words and introduce them at spaced intervals to aid long-term memory.
  • Emphasize retrieval and elaboration: Encourage children to actively recall word meanings and make connections between new words and existing knowledge. Use techniques like word families, word parts, and visual imagery to create deeper understanding.
  • Teach vocabulary learning strategies: Equip children with tools and techniques for independent vocabulary learning, such as using dictionaries, flash cards, and creating their own word lists.
  • Promote word consciousness: Help children develop an awareness of the structure of words, their relationships to other words, and how they function within language.

Remember, the most effective vocabulary teaching strategies are those that are engaging, varied, and cater to the individual needs of each child.

Categorisation of words based on their use and importance:

1. High-Frequency Words:

  • Definition: These are the most commonly used words in a language, often appearing in everyday conversations, simple texts, and basic communication.
  • Importance: They are the building blocks of language understanding and fluency.
  • Examples:
    • Basic Verbs: go, come, see, hear, say, do
    • Prepositions: on, in, at, to, from, with
    • Articles: a, an, the
    • Common Nouns: book, table, chair, car, dog, cat
    • Pronouns: I, you, he, she, it, we, they, me, him, her, us, them

2. Mid-Frequency Words:

  • Definition: Words used less frequently than high-frequency words but more often than low-frequency words. They often appear in more complex texts or specific contexts.
  • Importance: These words broaden vocabulary and allow for more nuanced expression.
  • Examples:
    • More Complex Verbs: explain, discover, suggest, believe, imagine
    • Adjectives: beautiful, interesting, important, difficult, funny
    • Adverbs: quickly, slowly, carefully, happily, sadly
    • Nouns: community, technology, research, government, philosophy

3. Low-Frequency Words:

  • Definition: Words used rarely, often appearing in specific fields, technical jargon, or literary texts.
  • Importance: They are essential for specific areas of expertise or for understanding complex literature.
  • Examples:
    • Technical Terms: algorithm, photosynthesis, hypothesis, morphology
    • Formal Words: ostensibly, inadvertently, prodigious, effulgent
    • Rare Nouns: ornithologist, automaton, nebula, archipelago

4. Academic Vocabulary:

  • Definition: Words commonly used in academic settings, research papers, textbooks, and scholarly discussions.
  • Importance: Crucial for success in higher education and specialized fields.
  • Examples:
    • General Academic Words: analysis, synthesize, evaluate, interpret, argue
    • Subject-Specific Terms: gene, theorem, ecosystem, civilization, (depending on the subject)

5. Technical Vocabulary:

  • Definition: Words specific to a particular profession, trade, or field of study.
  • Importance: Essential for communication within a specific profession or area of expertise.
  • Examples:
    • Medical Terminology: syndrome, diagnosis, prognosis, surgery
    • Computer Science Terms: code, algorithm, software, hardware, database
    • Engineering Terms: stress, strain, torque, tensile strength

Teaching Tips:

  • Start with High-Frequency Words: Focus on the most common words first.
  • Introduce Mid-Frequency Words Gradually: As students build a solid base, introduce more complex words.
  • Context is Key: Teach words in context, using engaging activities like reading, storytelling, and games.
  • Don't Neglect Low-Frequency Words: Introduce specialized words when appropriate, especially for specific topics or subjects.
  • Promote Word Consciousness: Help students understand how words are organized, how they relate to each other, and how they function in different contexts.

The "Four Strands Principle" is a key concept in Paul Nation's approach to vocabulary teaching. It emphasizes a balanced curriculum that incorporates four crucial strands of learning:

1. Input (Listening and Reading):

  • Purpose: To provide learners with extensive exposure to authentic language, allowing them to encounter words naturally in different contexts.
  • Steps:
    • Select Level-Appropriate Material: Choose materials that are engaging and slightly above the learner's current level, but not too challenging. Graded readers, simplified news articles, age-appropriate stories, and even songs can be good options.
    • Create Opportunities for Extensive Exposure: Encourage learners to read or listen for pleasure for extended periods. This could be through individual reading time, shared reading sessions with the teacher, or listening to audiobooks.
    • Foster Comprehension: Help learners understand the content of the material they are reading or listening to. You can use pre-reading activities, provide dictionaries, or engage in discussions.

2. Output (Speaking and Writing):

  • Purpose: To provide opportunities for learners to use the vocabulary they are learning productively.
  • Steps:
    • Create Meaningful Tasks: Design tasks that require learners to use the target vocabulary in a meaningful way. This could involve retelling stories, writing descriptions, role-playing conversations, or creating presentations.
    • Provide Support: Provide prompts, sentence starters, and other aids to help learners express themselves effectively.
    • Encourage Practice: Encourage learners to practice using the vocabulary in different contexts and with different partners.

3. Deliberate Learning:

  • Purpose: To focus on the intentional and structured teaching of vocabulary, providing learners with explicit information about specific words and their meanings.
  • Steps:
    • Select Target Words: Choose words that are relevant to the learners' needs, interests, and curriculum.
    • Present Words in a Meaningful Way: Use visual aids, real-world examples, definitions, synonyms, antonyms, and other strategies to help learners understand the meaning and usage of the words.
    • Provide Practice Activities: Engage learners in a variety of activities that reinforce their understanding of the target words. This could involve matching games, fill-in-the-blanks exercises, picture dictionaries, or word sorts.

4. Fluency Development:

  • Purpose: To help learners become more fluent in using the vocabulary they already know.
  • Steps:
    • Use Familiar Material: Choose materials that learners are already familiar with, such as stories they have read before or songs they have learned.
    • Focus on Speed and Accuracy: Encourage learners to read or speak more quickly and accurately, with less hesitation and fewer errors. This could involve timed reading activities, speed drills, or choral reading.
    • Promote Confidence: Create a supportive environment where learners feel comfortable taking risks and making mistakes. Encourage them to use the language they know, even if it's not perfect.

By incorporating all four strands into your teaching, you can create a comprehensive and effective vocabulary development program for your learners.

Examples of activities that fit within each of the four strands, demonstrating how they can be applied in a practical way. Here's a breakdown:

1. Input (Listening and Reading):

  • Extensive Reading:

    • Purpose: To provide learners with repeated exposure to vocabulary in different contexts, encouraging them to develop fluency and comprehension.
    • Activities:
      • Graded Readers: Provide a wide selection of graded readers, starting at a level that is easy for the learner and gradually increasing in difficulty.
      • Shared Reading: Read aloud to learners, engaging them in discussions about the text and encouraging them to participate in reading aloud.
      • Independent Reading Time: Allocate dedicated time for learners to engage in independent reading of their chosen graded readers.

  • Listening to Stories:

    • Purpose: To provide learners with exposure to authentic spoken English and enhance listening comprehension.
    • Activities:
      • Pause-Prompt-Praise: When reading aloud, pause at difficult words and provide prompts or clues. When the learner correctly identifies the word, offer praise and encouragement.

2. Output (Speaking and Writing):

  • Memorized Dialogues:

    • Purpose: To provide learners with opportunities to practice using vocabulary in specific contexts, focusing on pronunciation and fluency.
    • Activities:
      • Simple Conversation Practice: Use memorized dialogues with pre-determined phrases and vocabulary to engage learners in basic conversation.
      • Role-Playing: Create scenarios that encourage learners to use the target vocabulary in specific roles.

  • Prepared Talks:

    • Purpose: To help learners develop confidence in using vocabulary in spoken English, building upon their existing knowledge and vocabulary.
    • Activities:
      • Topic Presentations: Provide learners with opportunities to research a topic and deliver a short presentation using the vocabulary they have learned.
      • Storytelling: Encourage learners to tell stories, drawing upon the vocabulary they have acquired through reading or listening.

3. Deliberate Learning:

  • Word Cards/Flash Cards:

    • Purpose: To provide learners with focused instruction on specific vocabulary words, aiding in their recall and understanding.
    • Activities:
      • Definition Matching: Match vocabulary words with their definitions.
      • Picture Association: Connect words with images or pictures that represent their meaning.
      • Sentence Writing: Use the target words to create meaningful sentences.

  • Word Lists/Vocabulary Notebooks:

    • Purpose: To help learners organize and review the words they are learning.
    • Activities:
      • Word List Creation: Encourage learners to create their own word lists and note down the words they want to learn.
      • Vocabulary Notebook Maintenance: Maintain a vocabulary notebook where learners can record new words, their definitions, examples, and personal notes.

4. Fluency Development:

  • Speed Reading:

    • Purpose: To help learners improve their reading speed and fluency, enhancing their ability to process text quickly and efficiently.
    • Activities:
      • Graded Reader Speed Drills: Use graded readers to conduct timed reading exercises.
      • Choral Reading: Have learners read aloud together, encouraging them to read with rhythm and pace.

  • Repetitive Listening:

    • Purpose: To help learners develop their listening fluency and become comfortable with the rhythm and intonation of spoken English.
    • Activities:
      • Story Retelling: Listen to a story multiple times, encouraging learners to retell it with increasing detail and accuracy.
      • Dictation: Dictate sentences or short passages, allowing learners to practice writing down what they hear.

  • 4-3-2 Activity:

    • Purpose: To encourage learners to speak fluently and confidently, focusing on the accurate use of vocabulary.
    • Activities:
      • Paired Speaking: Have learners work in pairs, taking turns speaking about a familiar topic for decreasing amounts of time (4 minutes, 3 minutes, 2 minutes).

  • 10-Minute Writing:

    • Purpose: To help learners develop their writing fluency, building upon their existing vocabulary and grammar knowledge.
    • Activities:
      • Free Writing: Provide learners with time to write freely on any topic they choose, encouraging them to use the vocabulary they know.
      • Timed Writing: Set a timer for 10 minutes and ask learners to write as much as they can on a given topic.

The speaker emphasizes that these activities should be integrated throughout the curriculum, ensuring a balanced approach to vocabulary development that caters to the diverse needs of children.

Teaching activities, with clear aims, rationale, and steps for execution, to teach vocabulary:

1. Word Cards/Flash Cards

  • Aims:
    • Introduce new vocabulary words in a structured way.
    • Encourage active recall and memory retention.
    • Foster visual association for word learning.
  • Rationale:
    • Repetition and visual cues are important for vocabulary acquisition.
    • Flash cards provide a concise and engaging way to present and practice words.
  • Steps:
    • Preparation: Create flash cards with the target word on one side and its definition, image, or example sentence on the other.
    • Presentation: Introduce each word by showing the card, explaining its meaning, and providing examples. Use pictures, real objects, or gestures to enhance understanding.
    • Active Recall: Ask students to recall the meaning of the word when you show the front of the card. Use different games or activities to test their memory, such as matching, sorting, or memory games.
    • Review: Repeat the process regularly, especially for words that are difficult to remember.

2. Word Sorts

  • Aims:
    • Help students categorize and differentiate words based on their meaning, part of speech, or other criteria.
    • Foster deeper understanding of vocabulary and word relationships.
    • Encourage active thinking and problem-solving.
  • Rationale:
    • Organizing words by categories strengthens vocabulary retention.
    • It encourages students to think about the relationships between words and how they function in language.
  • Steps:
    • Preparation: Choose a set of target words and create categories based on their meaning, part of speech, or a theme. Provide the categories to students, either on paper or displayed on a whiteboard.
    • Presentation: Introduce the target words and discuss their meanings and categories.
    • Sorting: Ask students to sort the words into the appropriate categories. Encourage them to discuss their reasoning.
    • Discussion: Review the sorted words as a class. Discuss any words that were challenging to categorize and the relationships between the words within each category.

3. Sentence Writing (with New Vocabulary)

  • Aims:
    • Help students use new vocabulary words in context.
    • Foster sentence construction and fluency.
    • Encourage creative expression and vocabulary application.
  • Rationale:
    • Using words in sentences helps students understand their meaning and usage.
    • It provides opportunities for practice and application of new vocabulary.
  • Steps:
    • Preparation: Select a set of target words and provide sentence starters or prompts that require students to use those words.
    • Presentation: Introduce the target words and their meanings. Discuss how these words can be used in a sentence.
    • Writing: Have students write complete sentences using the target words. Provide examples of how to use the words correctly.
    • Peer Review/Sharing: Have students share their sentences with partners or the whole class. Encourage them to provide feedback on each other's writing.

**4. Picture Dictionaries (and Drawing) **

  • Aims:
    • Create a visual representation of new vocabulary.
    • Help students remember words through a visual association.
    • Encourage creativity and engagement with vocabulary learning.
  • Rationale:
    • Visual learning can be very effective for some students.
    • Drawing helps create a deeper connection between words and their meanings.
  • Steps:
    • Preparation: Provide students with blank pages in a notebook or a large piece of paper.
    • Presentation: Introduce the target word and its meaning. Ask students to draw a picture that represents the word.
    • Description: Have students describe their pictures and explain how they relate to the word.
    • Discussion: Share and discuss the pictures as a class. Encourage students to ask questions about each other's drawings.

5. Storytelling/Retelling

  • Aims:
    • Encourage students to use new vocabulary words naturally in a creative context.
    • Enhance comprehension and fluency.
    • Foster oral language development.
  • Rationale:
    • Storytelling provides a fun and engaging way for students to practice new vocabulary.
    • It allows them to express their understanding of the words in a meaningful way.
  • Steps:
    • Preparation: Choose a story that is appropriate for the students' language level and includes some of the target vocabulary. You can create a simple story yourself or use a pre-written one.
    • Presentation: Read or tell the story to students, emphasizing the target words.
    • Retelling: Have students retell the story, using the target words. Encourage them to use their own words and creativity.
    • Role-Playing: Have students role-play different characters from the story, using the target vocabulary.

6. "Guess the Word" Games

  • Aims:
    • Encourage active thinking and problem-solving.
    • Foster vocabulary development through deduction.
    • Promote collaborative learning and group participation.
  • Rationale:
    • Games make vocabulary learning more enjoyable and engaging.
    • They provide opportunities for students to use contextual clues and critical thinking skills.
  • Steps:
    • Preparation: Choose a set of target words.
    • Game Play: Have students play a "Guess the Word" game, providing clues about the words. This can be done individually or in groups.
    • Clues: Give clues about the word's meaning, its part of speech, its use in a sentence, or its category.
    • Discussion: After the game, discuss the words and their meanings as a class.

7. "Word of the Day" Board

  • Aims:
    • Introduce new vocabulary words consistently.
    • Encourage students to learn new words independently.
    • Create a visual reminder of vocabulary words and their meanings.
  • Rationale:
    • This activity makes vocabulary learning a regular part of the classroom routine.
    • It encourages students to develop a love of learning new words.
  • Steps:
    • Preparation: Create a designated area in the classroom for a "Word of the Day" board.
    • Word Selection: Choose a new word each day.
    • Presentation: Write the word, its definition, and an example sentence on the board. Include a picture or drawing if possible.
    • Activities: Use the "Word of the Day" board for daily activities like sentence writing, word searches, or matching games.
    • Discussion: Encourage students to use the "Word of the Day" in their conversations and writing throughout the day.

Remember: The best teaching activities will be engaging, varied, and adapted to the specific needs and learning styles of your students. You can also incorporate these activities into other subject areas, such as reading, writing, science, or social studies, to make vocabulary learning more relevant and meaningful for children.

Repetition is absolutely crucial for vocabulary learning, and they shared several memorization techniques that can help learners retain new words. Here's a breakdown of why repetition is important and how to use the techniques the speaker discussed:

Why Repetition is Essential

  • Strengthening Connections: Repetition helps to strengthen the neural connections in our brains between the form of a word (how it's spelled and sounds) and its meaning. The more we repeat a word, the easier it becomes to retrieve from memory.
  • Long-Term Retention: Repetition aids in transferring information from short-term memory to long-term memory. Without repetition, new words quickly fade from our minds.
  • Contextual Understanding: Repeated exposure to words in different contexts helps us understand the nuances of their meaning and how they are used in various situations.

Memorization Techniques

The speaker discussed different types of repetition, and emphasized the importance of varied and spaced repetition as being more effective than simply repeating words in the same way over and over. Here are some techniques that can be used in conjunction with repetition:

1. Word Cards/Flash Cards

  • Aims:
    • Introduce new vocabulary words in a structured way.
    • Encourage active recall and memory retention.
    • Foster visual association for word learning.
  • Rationale:
    • Repetition and visual cues are important for vocabulary acquisition.
    • Flash cards provide a concise and engaging way to present and practice words.
  • Steps:
    • Preparation: Create flash cards with the target word on one side and its definition, image, or example sentence on the other.
    • Presentation: Introduce each word by showing the card, explaining its meaning, and providing examples. Use pictures, real objects, or gestures to enhance understanding.
    • Active Recall: Ask students to recall the meaning of the word when you show the front of the card. Use different games or activities to test their memory, such as matching, sorting, or memory games.
    • Review: Repeat the process regularly, especially for words that are difficult to remember.

2. Spaced Repetition

  • Aims:
    • Maximize long-term memory retention of vocabulary words.
    • Reduce the effort needed for repeated learning by spacing out review sessions.
  • Rationale:
    • Spaced repetition is a scientifically proven method for improving memory.
    • It leverages the "forgetting curve," where information is more easily forgotten shortly after learning it.
  • Steps:
    • Initial Encounter: Introduce a word, teach its meaning, and have students practice using it.
    • Spaced Review: Review the word again after a short interval (e.g., 10 minutes, 1 hour, 1 day).
    • Increasing Intervals: Gradually increase the interval between reviews as the learner demonstrates better retention (e.g., 3 days, 1 week, 2 weeks, 1 month).
    • Repetition: If the learner forgets the word during a review, decrease the interval and repeat the review process until the word is retained.

3. Word Lists/Vocabulary Notebooks

  • Aims:
    • Help learners organize and review the words they are learning.
    • Provide a visual record of progress.
  • Rationale:
    • Writing down words reinforces their memorization.
    • It provides a personalized reference for students to review and revisit.
  • Steps:
    • Word List Creation: Encourage learners to create their own word lists and note down the words they want to learn.
    • Vocabulary Notebook Maintenance: Maintain a vocabulary notebook where learners can record new words, their definitions, examples, and personal notes.

**4. Picture Dictionaries (and Drawing) **

  • Aims:
    • Create a visual representation of new vocabulary.
    • Help students remember words through a visual association.
    • Encourage creativity and engagement with vocabulary learning.
  • Rationale:
    • Visual learning can be very effective for some students.
    • Drawing helps create a deeper connection between words and their meanings.
  • Steps:
    • Preparation: Provide students with blank pages in a notebook or a large piece of paper.
    • Presentation: Introduce the target word and its meaning. Ask students to draw a picture that represents the word.
    • Description: Have students describe their pictures and explain how they relate to the word.
    • Discussion: Share and discuss the pictures as a class. Encourage students to ask questions about each other's drawings.

5. Storytelling/Retelling

  • Aims:
    • Encourage students to use new vocabulary words naturally in a creative context.
    • Enhance comprehension and fluency.
    • Foster oral language development.
  • Rationale:
    • Storytelling provides a fun and engaging way for students to practice new vocabulary.
    • It allows them to express their understanding of the words in a meaningful way.
  • Steps:
    • Preparation: Choose a story that is appropriate for the students' language level and includes some of the target vocabulary. You can create a simple story yourself or use a pre-written one.
    • Presentation: Read or tell the story to students, emphasizing the target words.
    • Retelling: Have students retell the story, using the target words. Encourage them to use their own words and creativity.
    • Role-Playing: Have students role-play different characters from the story, using the target vocabulary.

By incorporating varied repetition and techniques like flash cards, spaced repetition, and word lists, teachers can significantly improve their students' vocabulary retention and learning!

You're right to focus on teaching learners how to learn! The speaker emphasized that teaching learners how to learn is just as important as teaching them specific vocabulary. Here's a breakdown of key steps, aims, purposes, and rationale for teaching learners how to learn:

Key Steps:

  1. Introduce the Importance of Repetition: Emphasize that repeated exposure to words is essential for remembering them.
  2. Explain the Benefits of Spaced Retrieval: Discuss how revisiting words at spaced intervals (e.g., 10 minutes, 1 hour, 1 day, 1 week) significantly boosts memory retention.
  3. Highlight the Value of Varied Retrieval: Stress that encountering words in different contexts (e.g., reading, listening, speaking, writing) strengthens understanding and memory.
  4. Promote Quantity of Input and Output: Encourage learners to engage in extensive reading and listening to expose themselves to a wide range of vocabulary, as well as to practice speaking and writing using the words they're learning.
  5. Explain the Four Strands Principle: Introduce the four strands of input, output, deliberate learning, and fluency development, and explain how they work together to create a balanced vocabulary learning experience.
  6. Teach Word Analysis Techniques: Encourage learners to break down words into parts (prefixes, suffixes, roots) to understand their meaning and structure.
  7. Emphasize the Importance of High-Frequency Words: Discuss the value of learning the most common words in English first as they provide a foundation for understanding and communication.
  8. Promote Word Consciousness: Help learners develop an awareness of word families, how words relate to each other, and how they function in different contexts.

Aims:

  • Develop Self-Reliance: Empower learners to become independent learners who can take control of their vocabulary development.
  • Promote Metacognition: Encourage learners to think about their learning process and make conscious decisions about how they approach vocabulary acquisition.
  • Enhance Learning Strategies: Equip learners with tools and techniques for effective vocabulary acquisition, such as repetition, spaced retrieval, and word analysis.

Purposes:

  • Encourage Lifelong Learning: Foster a love of learning and a desire to continuously expand vocabulary throughout life.
  • Maximize Learning Outcomes: Ensure that learners are actively engaged in their learning and achieving the best possible results.
  • Prepare for Future Success: Equip learners with the skills and knowledge necessary to succeed in academic and professional settings where vocabulary is crucial.

Rationale:

  • Increased Ownership: When learners understand the "why" and "how" of vocabulary learning, they are more likely to take responsibility for their own progress.
  • Improved Motivation: Knowing how to learn effectively can make the process more rewarding and less daunting, boosting motivation and enthusiasm.
  • Enhanced Efficiency: By using proven techniques, learners can optimize their learning time and effort, achieving more with less.
  • Long-Term Retention: Teaching learners how to learn ensures that they develop habits and strategies that will continue to benefit them long after they leave the classroom.

By incorporating these key steps and principles into your teaching, you can equip learners with the skills and knowledge they need to become effective, independent language learners.