M. A. in Applied LinguisticsMAAL6018

Vocabulary Teaching and Learning

Session 4 – Vocabulary Learning Strategies

Warming up

1. How independent are the students in your school expected to be in their vocabulary

learning? Do they learn vocabulary by themselves? Do they receive any training on

the use of vocabulary learning strategies (VLS)?

Vocabulary learning strategies (VLS)

Learning strategies are methods or techniques that we use to make our learning more

efficient or more enjoyable. Everybody has their own way of learning new words. For

example, some people can learn and remember new words simply by hearing or reading

them. Some prefer to remember a word by its shape and others by its sound. Some like to

look up words in the dictionary and list them in a vocabulary notebook. Probably the best

way to learn is simply the way that works best for you.

VLS research has pointed to the following:

VLS are important for independent learning of low-frequency words

It is important to use a range of strategies

The quality of strategy use counts for more than the quantity of strategies used

It is important to choose strategies flexibly and appropriately according to context

Strategies can be taught and weaker learners can benefit from strategy training

Taxonomy of Vocabulary Learning Strategies

The first classification dimension came from Oxford (1990) who grouped language learning

strategies into six categories: social, memory, cognitive, metacognitive, affective and

compensation.

The second classification was proposed by Nation (1990) who made the distinction between

initial discovery of word meanings (discovery strategies) and remembering word meanings

(consolidation strategies).

Schmitt (1997) produced a taxonomy of vocabulary learning strategies, by combining

Oxford’s (1990) taxonomy of language learning strategies and Nation’s (1990) distinction

between discovery and consolidation strategies in vocabulary learning. His taxonomy contains:

(1) Discovery: discovering the meaning of unknown words

a) Determination strategies (finding meaning without recourse to others)

b) Social strategies (consulting or working with others to discover meaning)

(2) Consolidation: remembering words once their meaning has been discovered

a) Social strategies

b) Memory strategies (mnemonics)

c) Cognitive strategies (strategies involving mental processing, but without the use of

mnemonics)

d) Metacognitive strategies (concerned with the management of learning)

Please read through each of the following statements very carefully and then indicate howtrue it is.Circle one of the numbers: 1, 2, 3, 4 or 5 (1 = “never or almost never true”; 5 = “always oralmost always true”).

Section One: Discovery StrategiesTo find out the meaning of a new word, I:

Determination Strategies:1. analyse the part of speech of the word (e.g. whether it

is a noun, verb, adjective or adverb).1 2 3 4 5

2. analyse the word parts that make up the word (e.g. in- 1 2 3 4 5digest-ible in the word indigestible).

3. analyse any available pictures or gestures. 1 2 3 4 54. guess from the textual context. 1 2 3 4 55. use a bilingual dictionary (English-Chinese dictionary) 1 2 3 4 56. use a monolingual dictionary (English only dictionary) 1 2 3 4 57. use word lists (e.g. a list of words presented in a

glossary).1 2 3 4 5

8. use flash cards (cards which you have words on one 1 2 3 4 5side and meanings / visuals on the other).

Social Strategies:9. ask the teacher for a translation in your mother

tongue.1 2 3 4 5

10. ask the teacher for a paraphrase (rephrase using own/ 1 2 3 4 5simpler wording) or synonym (word of the samemeaning) of the new word.

11. ask the teacher for a sentence including the new word. 1 2 3 4 512. ask classmates for meaning. 1 2 3 4 513. discover new meaning through group work activity. 1 2 3 4 5

Consolidation Strategies:Put these consolidation strategies in the right category: social, memory, cognitive, ormetacognitive.

create or use a visual image about the word in my mind paraphrase the word’s meaning (i.e. write down meaning using own/ simpler words) continue to study the word over time connect the word to its synonyms (e.g. industrious to hardworking) take notes about the word in class study or practice meaning together with other people associate the word with its coordinates (e.g. cello with other kinds of musical

instruments like violin or piano) skip the new word study the spelling of the word list similar words in a table to study the differences between them connect the word to its antonyms (e.g. rapid to slow) interact with native-speakers group words together in some way to help me study them repeat writing the word

Section Two: Consolidation StrategiesTo consolidate (remember) a word that I’ve metbefore, I:

Social Strategies:14. 1 2 3 4 515. 1 2 3 4 5

Memory Strategies:16. study the word with a picture of its meaning. 1 2 3 4 517. 1 2 3 4 518. associate the word to a personal experience (e.g. 1 2 3 4 5

connecting thewith snow).

word snow with an experience of playing

19. 1 2 3 4 520. 1 2 3 4 521. 1 2 3 4 522. group words using a mind map (see end of this 1 2 3 4 5

questionnaire for an example).23. use a scale for gradable adjectives (e.g. tiny – small –

medium-sized – big – huge).1 2 3 4 5

24. 1 2 3 4 525. group words together in a spatial pattern on a page (e.g. in 1 2 3 4 5

a diagonal line or in the shape of a cross).26. group words together within a storyline. 1 2 3 4 527. connect the new word to another word that sounds similar

and link the two words by a visual image.1 2 3 4 5

Cognitive Strategies:28. use the new word in sentences. 1 2 3 4 529. 1 2 3 4 530. study the sound of the word. 1 2 3 4 531. study word parts (prefixes, roots, affixes) 1 2 3 4 532. 1 2 3 4 533. use physical action when learning a word. 1 2 3 4 534. 1 2 3 4 535. repeat saying the word. 1 2 3 4 536. 1 2 3 4 537. use word lists. 1 2 3 4 538. use flash cards (cards which you have words on one side

and meanings / visuals on the other).1 2 3 4 5

39. 1 2 3 4 540. use the vocabulary section in a textbook. 1 2 3 4 541. listen to taped word lists. 1 2 3 4 542. put English labels on physical objects. 1 2 3 4 543. keep a vocabulary notebook. 1 2 3 4 5

Metacognitive Strategies:44.

use English-language media (songs, movies, newscasts,etc.).

1 2 3 4 5

45. 1 2 3 4 546. 1 2 3 4 5

An example of how words can be grouped using a mind map(taken from p.42 of Ellis, G.. and Sinclair, B. (1989). Learning to learn English. Cambridge: CUP):

This is the end of the questionnaire. Thank you very much!

Adapted from Loong Y & Chan S W L, A Study of Vocabulary Learning Strategies Adopted by Dentistry

Students in Hong Kong In Learning Specialized Dental Vocabulary, September 2012, Asian ESP Journal, based

on Schmitt (1997)

In Schmitt (1997)’s study of 600 Japanese EFL learners applying the use of this taxonomy, it

was found that the great majority of learners preferred using verbal and written repetition.

This is certainly disappointing in the light of DOPH predictions. But it was found in his study

that as the Japanese learners matured, they tended to move away from shallow, mechanical

repetition such as word lists and flash cards to deeper mental processing such as word

association strategies.

Nation later developed a taxonomy (2001) that separates what is involved in knowing a word

from sources of vocabulary knowledge and the learning process (p. 218).

Nation’s taxonomy of vocabulary learning strategies

General class of strategies Types of strategiesPlanning: choosing what to focuson and when to focus on it

Choosing words to focus on Choosing aspects of word knowledge to focus on Choosing appropriate strategies to use and when

to switch to another strategy Planning repetition (increasingly spaced

repetition)Sources: finding information aboutthe words

Analysing word parts Using the context Consulting a reference source in L1 and L2 (e.g.

dictionaries, glosses, concordancers) Comparing similarities and differences in L1 and

L2 words (e.g. cognate words)Processes: establishing knowledge Noticing (seeing a word as an item to be learnt,

e.g. keeping a notebook, using word cards,written and verbal repetition)

Retrieving (recall of previously learnt/met items,e.g. meeting a word in a new context, coveringparts of a word recorded in a notebook)

Generating (generation of word knowledge, e.g.using a word in new contexts across the 4 skills,speaking, reading, writing or listening)

Many subsequent studies on VLS have based their VLS classifications on Schmitt’s (1997)

and Nation’s (2001) taxonomies. Some of these studies specifically involved Chinese

learners are summarized below.

Research on VLS involving Chinese learners

Most research on vocabulary learning strategies has focused on the effects of strategies on

retention. Below are some of the most important studies on VLS that involve Chinese

learners:

Gu and Johnson (1996) investigated the vocabulary strategies used by L2 learners of English

in China and the relationship between strategy use and learning outcomes in terms of

vocabulary size and language proficiency. While learners reported using a wide variety of

VLS, contextual guessing, skillful use of dictionaries, note-taking, paying attention to word

formation, encoding and activation of newly learnt words were found to be positively

correlated with both vocabulary size and language proficiency. However, visual repetition

of new words was found to be the strongest negative predictor of both vocabulary size and

language proficiency.

In a study among tertiary students in China, Gu (2002) found that female students, using

more often and using a wider range of VLS, significantly outperformed their male

counterparts in terms of vocabulary size and language proficiency. While academic major is

a factor for the number of strategies adopted, it is not an important one. Science students

outperformed arts students in vocabulary size; arts students outperformed science in the

language proficiency test.

Gu (2003) carried out a qualitative study using think-aloud protocols and interviews of how

two successful Chinese EFL learners from a university in China learned vocabulary in an

intensive reading task. The results point to the importance of metacognitive strategies such

as self-initiation and selective attention (select words to learn) of the learners, contextual

inferencing, and activation of newly learned words.

Wei (2007) set out to investigate Chinese college students’ patterns of VLS, the relationship

between VLS and gender, major, and self-rated language proficiency level as well as

problems related to vocabulary learning in general. Results indicated that contextualized

activation and management strategies were seldom used which affected long-term retention

and use of vocabulary negatively. Significant differences existed in strategy use by major and

self-reported language proficiency level but not gender.

In a study of Taiwan EFL university students’ use of VLS, Liao (2004) found that meta-

cognitive and social strategies were two least used strategies and English-major students

tended to use VLS more frequently than non-English majoring students.

Fan’s study (2003) involved more than 1,000 newly admitted tertiary students in Hong Kong.

Using self-reported questionnaires, she compared findings from her study with previous

studies on VLS. Hong Kong students did not use repetition strategies more often than the

other VLS (Cf. Schmitt, 1997 – study on Japanese students). In fact, one of the least often

used strategies is another rather mechanical one which is learning from wordlists.

Association strategies were not favored by Hong Kong students and this applied also to those

proficient L2 learners. This finding is in line with what Schmitt (1997) found among his

Japanese students. No conclusion can be drawn as to whether Hong Kong students

preferred shallow or deep processing strategies more. More proficient students, however,

are found to be using various kinds of VLS more often than those who were less proficient.

Comparing guessing and dictionary strategies, most students used the former more often

but considered the latter more useful.

Both the above studies and others conducted in other parts of the world involving non-

Chinese non-native English learners (e.g. Ahmed, 1989; Ridley & Singleton, 1995) suggest

that:

1. It is important to use a range of strategies;

2. The quality of strategy use counts for more than the quantity of strategies used;

3. It is important to choose strategies flexibly and appropriately according to context;

4. Strategies can be taught and weaker learners can benefit from strategy training.

Memory Strategies

Memory Strategy – Using Mental Images

(Adapted from forthcoming “Loong Y & Chan S W L, A Study of Vocabulary LearningStrategies Adopted by Dentistry Students in Hong Kong In Learning Specialized DentalVocabulary, September 2012, Asian ESP Journal”)

Memory Strategy – The Keyword Technique

(Adapted from Brahler, C. J. & Walker, D. (2008). Learning scientific and medicalterminology with a mnemonic strategy using an illogical association technique. Advances inPhysiology Education, 32, 219-224.)

Step One: Think of aword that you know thathas a similar sound(audionym“Keyword” )Step Two: Create amental image to link upthe Keyword with thetarget word

Guessing strategies

Six steps for guessing words from context.

Step 1:

Find the part of speech of the unknown word

What part of speech is it? Is it a noun, a verb, an adjective or an adverb?

Step 2:

Does it contain any familiar parts?

Does it look similar to another word you already know?

For example:

The young man picked up the piece of food from the plate and looked at it closely. It

seemed dry, hard and tasteless. He thought it was probably quite indigestible.

Step 3:

Examine the immediate context. If the unknown word is a

Noun What adjectives describe it?

What verb does it go with?

What does it do and what is done to it?

Verb What nouns go with it?

Does an adverb tell you more about it?

Adjective What noun does it go with?

Adverb Which verb does it go with?

Step 4:

Examine the wider context. Look at the relationship between the clause or sentence

containing the unknown word and other sentences or paragraphs.

Sometimes this relationship is signalled by a linking word, e.g. but, because, if, when,

however, as a result. Words like this, that and such as also provide useful information.

Look for a definition or synonym in the near context.

For example, read the following sentence and figure out the meaning of entities and discrete.

Don't think of words as separate, discrete items, or entities.

Or you can look for an antonym in the near context. For example, read the following

sentence and figure out the meaning of enamored.

I was not exactly enamored of the travel plans my agent made for me; my lack of

enthusiasm was triggered by the eight-hour layover required between flights.

Or try looking at the punctuation for clues.

dashes - may signal explanations

colons : and semi colons ; often signal lists of related ideas.

For example:

I was not exactly enamored of the travel plans my agent made for me; my lack of

enthusiasm was triggered by the eight-hour layover required between flights.

Corrosion, the destructive chemical attack on metal objects, can be prevented in a number

of ways.

Step 5:

Guess the meaning.

Step 6:

Check that your guess is correct. Does the part of speech of your guess match the

meaning of the unknown word? Maybe you think you know the meaning in Chinese. Can you

think of an English word with a similar meaning? Substitute your guess. Does the sentence

make sense? If so, your guess is probably correct.

(adapted from Nation, 1990; http://academic.cuesta.edu/acasupp/as/511.HTM)

Pattern ExamplesNoun + Verb People slip

Cars skidVerb + Noun Abandon ship

Make a wishCatch a busTake a walk

Adjective + Noun Handsome manPretty woman

Strategies for recording vocabulary

Use a pocket-sized notebook so that you can study the words anywhere you are

Use note cards with the English word on one side and on the other side the Chinese

translation / English dictionary definition / pronunciation / an example of the word

used in a sentence. (Cards can have a hole punched in the corner and be kept on a ring.

Cards can also be rearranged according to their meaning, or part of speech, or spelling.

They can be mixed up and you can test yourself on your way home, or whenever you

have a few minutes to spare.)

Note the new word with its opposite (antonym) or with a word which has a similar

meaning (synonym), e.g. an arduous task→ opposite of easy; means difficult

When recording vocabulary, note down a phrase (collocations / words that go before orafter) instead of a single word. For example:

Note if a noun is countable or uncountable – can you add an “s” at the end? does it take

“a/an/the”?

Note a word with its different word classes, e.g.

Noun Adjective Verb Adverb

admiration admirable admire admirably

Make a simple drawing to illustrate the meaning of the word

Strategies for revising vocabulary

Discussion

Can you suggest some ways for learners to revise vocabulary other than using quizzes?

12

References:

Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL

learners. RELC Journal, 33(1), 35-54.

Liao, Y. F. (2004). A survey of Taiwan EFL Freshmen’s vocabulary learning strategies. Journal

of Pingtung Teachers College, 23(9), 271-288.

Nation, P. (2001) Learning Vocabulary in Another Language. Cambridge: C.U.P. (Chapter 7 –

Vocabulary learning strategies and guessing from context)

Wei, M. (2007). An examination of vocabulary learning of college-level learners of English

in China. The Asian EFL Journal, 9 (2), 93-114.

Pre-session 4 reading

Fan, M. Y. (2003) Frequency of use, perceived usefulness, and actual usefulness of second

language vocabulary strategies: A study of Hong Kong learners. Modern Language

Journal, 87(2), 222-241.

Gu, Y. (1997). Vocabulary learning strategies and English language outcomes: A study of non-

English majors at tertiary level in China. Hong Kong: University of Hong Kong

Gu, Y. (2003). Fine brush and freehand: The vocabulary learning art of two successful

Chinese EFL learners. TESOL Quarterly, 37(1), 73-104.

Gu, Y. and Johnson, R.K. (1996). Vocabulary learning strategies and language learning

outcomes. Language Learning, 46 (4), 643-679.

Liu, Y. F. A survey of Taiwan EFL Freshmen’s vocabulary learning strategies. Journal of

Pingtung Teachers College, 23 (9), 271-288.

Post-session 4 reading

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.),

Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge: Cambridge

University Press.