We teach, but do they learn? Vocabulary Teaching and Learning Anny Fritzen, TE 802, Fall 2008
Some things to know... Humans require 5-16 meaningful meetings with a word before it is likely to be “learned.” If a word is not revisited within 24 hours, it is likely to be forgotten. Comprehending the basic meaning of a new word is not that hard to do; remembering it is the hard thing. Our brains do not store words in lists (therefore, this is one of the least effective ways to teach or learn new vocabulary). Context and semantic maps (grouping words in logical ways) is essential. Most textbooks do a poor job of recycling vocabulary. Teachers have to be deliberate about it. Repeating a word helps you learn to pronounce it, but doesn’t do much to help you learn/remember it.
Selecting words to teach... Not all words are created equal. Choose words to teach based on usefulness and relevance. Let learners have a say in which words they learn. Keep a running list of words that come up in the course of your class. Generally, no more than 7 words can be taught effectively in one sitting. Vocabulary is acquired incidentally (through natural exposure to language in context) and deliberately. Facilitate both kinds of learning.
Vocabulary Instruction 1. Convey meaning (pictures, gestures, through a meaningful context, translations, etc.) 2. Check for understanding (repetition, quizzing, matching, circling) 3. Provide opportunities to use and practice the words in meaningful receptive and productive contexts 4. Check for learning (not simply understanding; can the learners use the word appropriately) 5. Recycle 6. Recycle 7. Recycle
Less effective, but common
Less common, but more effective