LANGUAGE IN INDIA

A Strategy-based Scheme for Promoting Vocabulary Retention among Language Learners

Azadeh Nemati, Ph.D. Candidate

Abstract

In this article, different types of 'mnemonic' learning strategies, which according to 'Depth of Processing Hypothesis', are likely to help more on learning vocabulary and recalling later, are introduced. Also two different systematic ways of reviewing, namely, Oxford's spiraling and Pimsleur's memory schedule are explained. Finally, a practical scheme is introduced for budgeting time of the classroom as well as for better retention of the vocabulary items. It is recommended that teachers be informed of those learning strategies that can enhance vocabulary retention. Furthermore, it is proposed that the last 20-minute class time be preserved for the successful implementation of the first phase of systematic reviewing because it is the period during which most of forgetting takes place. It is also stated that the first phase of the scheme is implementable during the routine school hours which could be taken as an advantageous point concerning the proposed scheme. The way students must follow the other chains in the retention process is also illustrated using three tables.

Keywords- Language Learning, Language Teaching, Mnemonic Strategies, Vocabulary Learning Strategies, Retention, Reviewing, Practice, Depth of Processing, Spiraling, Forgetting.

1. Introduction

Although students spend a number of hours in the classroom, the amount of their learning is surprisingly not satisfactory and, in fact, lower than the expectations of both teachers and students. There could be two possible explanations for this problem: either the students did not listen to their teachers attentively and thus they never learnt the taught material, or they learnt but forgetting was at work and they cannot remember what they learnt sometimes in the past. The same applies to vocabulary learning - the building blocks of language. Students spend many hours memorizing long lists of vocabulary items, but they are not always successful in using them appropriately or remembering them when needed.

Theoretically and practically speaking, vocabulary is essential for language learning. As Cobb (2002) mentions, it now seems that vocabulary acquisition begins with word learning. Most probably, you may have come across learners or foreigners with dictionaries in their pockets, but not with grammar books, since without grammar at least some information can be conveyed whereas without vocabulary nothing can be conveyed at all.

The present article will embody the following parts: First, significance of the study will be elaborated on, then different ways of learning vocabulary will be discussed, later mnemonic strategies will be introduced and ultimately a scheme will be suggested for effective teaching and enhancing retention.

2. Significance of the Study

Studies throughout the 1980s and 1990s showed that vocabulary skills and knowledge are the precondition for most other language abilities and, in addition, the main source of variance in the final state of such abilities (Cobb, 2002). It is now clear that vocabulary acquisition does not happen by itself to a satisfactory degree particularly as needed for first language literacy or in second language learning (ibid).

Lexical growth must therefore be provided for in language instruction. To reach this goal the best technique of presenting and teaching vocabulary should be used especially in EFL environments. Since lexical growth can be affected by instruction, and since there are different ways of teaching and learning, those exercises which deal with deeper engagement of words should be considered and used by the teachers in the classroom. Because learning of the vocabulary of a foreign language is far from initial learning or basic recognition, the aim of teaching and learning is rather long term development of vocabulary. To this aim, exercises must be congruent with the depth of processing hypothesis.

According to 'Depth of Processing Hypothesis', the more cognitive energy a person exerts when manipulating and thinking about a word, the more likely it is that they will be able to recall and use it later (Craik and Lockhart, 1972; Craik and Tulving, 1975). This hypothesis implies that it is not important how recently learners have learnt something. What is of more importance in learning is, in fact, the depth of processing; in other words, students must be taught on how to process information deeply. Such implications extend to pedagogy as well, suggesting that exercise and learning strategies which involve a deeper engagement with words should lead to higher retention compared to shallow activities. Given the above hypothesis, the present article seeks to introduce, from among different ways of learning and teaching vocabulary, those vocabulary learning strategies which involve in deep processing and will consequently lead to better retention.

Furthermore, taking into account the most suitable exercises without considering other factors that can affect learning is not of much use to the students. Teachers' awareness of other factors such as neurolinguistics, different functions of the brain, learning and forgetting, which is a part of learning play crucial roles in teaching.

On the other hand, knowing the technique and strategies which deals with deep processing and being familiar with the rate of forgetting and space practicing as well as recycling does not guarantee applying them. To this end, this article tries to shed some light on a sample class and therefore a sample plan for teachers about how to teach vocabulary systematically will be proposed.

In all, this article addresses both teachers and students, based on this premise the objectives of this study are three-fold: (1) to bring in some of the best strategies that process vocabulary deeply so that will help students minimize forgetting and thus maximize better learning and (2) to explain forgetting diagram and memory schedule for space repetition proposed by some leading researchers like Oxford and Pimsleur and finally (3) to propose a sample lesson plan for practical use as well as to explore the advantages and possible ways of incorporating reviewing in class time.

3. Different Ways of Learning Vocabulary

As mentioned by Griffiths (2004), over the years many different methods and approaches for teaching and learning of languages have come and gone out of fashion each with its own theoretical and practical bases. By the same token, teaching vocabulary has also been under serious changes. For example, in grammar translation method, vocabulary was typically taught in lists and through memorization. Although it is still used in many classrooms, nowadays this method is rejected on theoretical grounds. Vocabulary can be taught in different ways each of which with its own merits and demerits. For instance, Horst (2005), Hunt & Beglar (2005), Waring & Takaki (2003), Webb (2005) and Pigada & Schmitt (2006) discussed the issue of vocabulary acquisition and teaching through reading.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Levels of Politeness in Malaysian Parliamentary Discourse | Grammatical Influence of Telugu on Hyderabad Tamil | Separated by a Common Language - Asian Students Writing in English | Modality, Mood and Modal Auxiliaries: A Critique | The Impact of Translation Method On Word Meaning And Fill-In-the-Blank Tests Procedures on Short-Term and Long-Term Retention of Vocabulary Items | Proverbs in Tamil and Telugu | Chandra Lekha in He who Rides a Tiger by Bhabani Bhattacharya | A Literary Study of the Parables in the Gospels of the Bible | Can Hurdles be Overcome by Learners of ESL in Learning to Speak English? | A Strategy-based Scheme for Promoting Vocabulary Retention among Language Learners | The Effect of Text Authenticity on the Performance of Iranian EFL Students in a C-Test | On Interrogating Language and Cognition | Towards Education Reforms - Decolonizing English Studies in India | Girish Karnad's Yayati - A Tale of Malcontent All Around | HOME PAGE of September 2009 Issue | HOME PAGE | CONTACT EDITOR