The ⅥIcabulary Notebook

John Small

words are血e building blocks of language acqulSition･ A student's ability to retain and use new

vocabulary will largely determine her success with the target language･ Other aspects of language

learnlng一一grammar, listenlng'etC･-are compromised without adequate vocabulary･ "Without

grammar very little can be conveyed, without vocabulary, nothing can be conveyed (Wilkins 1 1 1

qtd. in Carter and McCarthy 42)･ Before a class exercise, certain vocabulary may be defined for the

student, but a word will only become a permanent part of the learner's vocabulary after many

exposures･ HIntentional learnlng through instruction-slgnificantly contributes to vocabulary

develpment" (Hunt and Beglar 8)･ The vocabulary notebook can provide learners with an

accessible, Organized method for acqulrlng WOrds･

The steps for implementing a vocabulary notebook in a classroom can be as follows: (1) Show

an example of a vocabulary notebook and ask students to purchase one; (2) Explain that words can

be gotten from anywhereHprevious notebooks, other classes, other students'lists, etc･ Avoid giving

thematic word lists (eventhough many textbooks are set up this way)･ It is best for a learner to start

by learning semantically (and phonetically) unrelated words (Hunt & Beglar 8); (3) Encourage

students to self-quiz for a few minutes daily, or nearly every day･ "It is more effective to study

words regularly over several short sessions than to study them for one or two longer sessions"

(Hunt & Beglar 9); (4) Use regularly in class･ Sometimes I give students just a few minutes to write

down or review words. Other times we do various exercises (see pp.104-107). If not used regularly

in class students tend to fわrget to bring notebooks; (5) Students can be given quizzes or tests that

they prepared earlier (see exercise 2, p･ 105 "Cloze Procedure").

Decisions for which words are included in a student's vocabulary notebook are ideally made by

each individual student. Thus, students are prayided the atmosphere for autonomous learnlng･

students must Hfind their own ways of expanding and organizing their word stores" (Carter,

McCarthy 48). To decide whether to write a new vocabulary in their notebooks, students should

consider their own level of ability, motivation, and reasons for studying English･ They should also

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think about the time and energythat the new vocabulary will requlre･AsCarter and McCarthy note,

"Words should be meaningful to the leaner (45)."

The pnnciple source of new vocabulary is the students, textbook･ Thus, some vocabulary Items

will appearonthe lists of several students･ Initially I will go so far as to write difficult / useful

words on the board and encourage students to include them in their notebooks if they don,t know

them, but the aim is for students to eventuallly automatically write down unknown words; laterthey

can consult dictionaries･ Also, via a vocabulary notebook, the teacher can require the leamlng Of

certain words useful for classroom instruction: noun, verb, adjective, opposite, choose, partner, take

turns, etc.

I encourage students to write English-native language definitions: higher level students can be

encouraged to write English-English definitions should they feel comfortable. I leavethis decision

to the students.

Hunt & Beglar have identified seven principles for the teaching of vocabulary･ They are: (1)

Provide opportunities for the incidentaHearning of vocabulary (textbooks and class exercises

generally accomplish this naturally); (2) Diagnose which of the 3,000most common words leamers

need to study; (3) Provide opportunities for the intentional learning of vocabulary; (4) Give

opportunities for elaborating word knowledge; (5) Provide opportunities for developing nuency

with known vocabulary; (6) Experimentwithguessing from context; (7) Examine different types of

dictionaries and teach students how to usethem･ vocabulary notebooks and the exercises that can

be done forthe learning of each student's words, pertain to numbers (3), (4) and (5) of the above

list, all of which are examples of explicit instruction･ Teachers could also provide word lists (see

appendix 1) as a source for students to find new vocabulary.

ⅥIcabulary Notebook･Related Exercises

There is virtually no limit to the number and type of exercises that can be done with vocabulary

notebooks; there are, however, Some constraints based onthe fact that words on one learner,s list

will not necessarily match the words on another student,s list･ This inherent problem can be

resolved a number of ways･

Exercise One: Student Self･Quiz - students cover either the native language half, ｡r the

English half of their word lists and try to recall the deflnition of individual words･ This simple rote

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memorization techn

(particulary Japanej

expanded to have a

exposed to their par

greatly improve her

Exercise Two:

many. Students ga

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sentences. For e克aE

is obviously unacc宅

helpful to clarifv･ i

poorly･M Teacher c(

quiz.

Students tended

Exercise 3: 1円cl

are learned and re‡

students draw v醐

images the student

method to lean net

Students write c

language transla血

words seems straLき

words (which can

fosters a general i

definitionsare meet

Ask students t(コ

Make clear that stl

Encourage student

display their dra¶

student's name an(

11■■ーー....ー

rter and McCarthy note,

some vocabulary items

write difficult / useful

止s if they don't know

丑OWn WOrds; later they

Tequirethe learning Of

E･ Choose, partner, take

r level students can be

三･日eave this decision

血Iary･ They are: (1)

～ and class exercises

mmon words leamers

･TOCabulary; (4) Give

r developing nuency

血㌍ different types of

he exercises that can

azd (5) of the above

3Vide word lists (see

Cwithvocabulary

1 One leamer's list

I problem can be

guage half, or the

i･ Tbs simple rote

memorization technique is good to sta托with as most students are comfbrable with memorization

(particulary Japanese students), and it can be practiced any time (like on the train). This can be

expanded to have a student quiz a pa血er on her own words (in this way students also become

exposed to their partner's word list)･ Studying words in isolation is an excellent way fわr a leaner to

greatly improve her vocabulary in a short time (Nation 126).

Exercise Two: Cloze Procedure - students can make thei, own cloze. The benefits a,e

many･ Students gain fluency with their vocabulary; vocabulary are reviewed; and the cloze

provides a future assessment / practice tool･ Students need to be encouraged to write clear, specific

sentencesI For example, one student wrote: "I don't eqoy ･" (geography). The sentence

is obviously unacceptable because any number of words could fit･ A follow-up sentence is usually

helpful to clarify. For example: "I couldn't rememberthe names of cities and countries s｡ I did

poorly･" Teacher co汀eCtS all sentences and eventually glVeS back to students fわr an individualized

quiz.

Students tended to rate this exercise as very useful, but not very enjoyable, in their learning logs.

Exercise 3: Picture Drawlng - Studies show that words with an accompanying mental image

are learned and retained more readily than words without (Ellis 554)･ In the following exercise,

students draw vocabulary; thevisual images (the drawings) Will necessarily be derived from mental

images the student makes･ F0-1mg mental images as a memorization technique is an excellent

method to lean new vocabulary. (Also, see "Keyword Technique" p 107).

Students write one･ two or three "favorite" words onthe board fromtheir notebooks, withnative

language translations so that thereare about 30 words on the board･ The concept of "favorite"

words seems strange at first, but humans have a natural affinity for words; this search for favorite

words (which can be decided based on the word's sound, meaning, associations, Or whatever)

fosters a general interest in words in the student's target language (Haramy). Native language

definitions are needed as one student's word are not necessarily onanother student,s list.

Ask students to draw pictures Of a few words for a given length of time,perhaps 5-10minutes.

Make clear that students should number each drawlng, but not write血e word next to the picture.

Encourage students to stretch their imaglnations and not Just draw concrete nouns. Next, students

display their drawlngS fわr all to see; students then circulate around the room, marking each

student's name and drawing number. The student then guesses the word (from the board,s list)that

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corresponds to the drawlng･ Below are a few sample drawlngSwith respective words.

Page 5-　Sample DrawlngS

② embrace③ thumb

Exercise four･･ Categorization - The following exercisewill deepen the students knowledge

of a given list of words (Hunt 良 Beglar 9)･ Start by having students write words on bo∬d as

described above･ students devise categories and put various words under category headings

(Morgan & Rinvolucri108)･ Students tended to use "Noun-, "verb-, and "Adjective" categories,

which obviously has value, but may show that students probably didn,t thoroughly explore the

various semantic and non-semantic connections between and among words (withcategories such as

"good", HbadM, Hdifficult", "1ivingthings", "words that end in ted-, etc.).

Exercise Five: Word Webs - Rese打Ch has shownthat one way students lean new words is

by making connectionswithother known words, expanding their mental semantic networks (Ellis

554)･ We can imagine words being "linked together in agigantic multi-dimensional cobweb, in

which every item is attached to scores of others" (Aitchison 72)･ By making word webs, students

are, in a more conscious way, rltting new vocabulary Into the approprlate networks,

provide a sample word web, much like the student example below･ Explain that any

association一一even if not readily understandable一一is acceptable･ Give students time to write 5-15

related words (wordsthatthey think of or rlnd in a dictionary)around their vocabulary word (for

which they have also written the native language translation).

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A productive way to ct

the room. Each student a

student. Thus, each stu血氾

Below is an exanpk

been underlined.

Page 6-　SanpleWordw

琶岳nOISe

Exercise 6: Opposites

below, strengthen). Stude

have students choose s°y

Students may need help

without wrltlng the opposl

While students had a

particulary effective, Stu

opposite pairs. This exe

undeveloped, "irM in -it'TTle

explains thatthere is no ha

the circle, so to speak, ofa

Vocabulary Learnlng

(1) Keyword - studen

acoustically similar word iz)

words.

弧dents knowledge

words on board as

category headings

Ljective" categories,

oughly explore the

ユCategOries such as

lean new words is

ldc networks (Ellis

EISional cobweb, in

lord webs, students

ks,

Explain that any

ime to write 5_15

:曲ulary word (for

A productive way to continue this exercise is to have students then pass their word webs around

the room･ Each student adds one word to their partner's list, then passes the paper to the next

student･ Thus, each student's word network and vocabulary knowledge is sharedwiththe class.

Below is an example of a word web done in class. The wordsthat other students added have

been underlined.

Page 6-　Sample Word web

Exercise 6: Opposites - provide studentswith a list of words which have opposites (warm,

below, strengthen)･ Students should know the words on the list; students write the opposites. Next,

have students choose several words from their own vocabulary notebooks and try to find opposites･

Students may need help chooslng･ Next, have students write a few of these words on the board1-

without writlng the opposites･ The class tries to find the opposite words together.

While students had a dimcult time actually finding many opposites, I found this exercise

particulary effective･ Students listened with great interest and voluntarily wrote down these

opposite pairs･ This exercise glVeSthe teacher the chance to emphasize prefixes such as "un" in

undeveloped･ "ir" in nirresponsible" and uinH indirect･ The yln and yang of Chinese philosophy

explains that there is no hot without cold, no male without female･ Learning Of opposites completes

the circle, so to speak, of a student's understanding of certain word.

ⅥIcabulary Learning Strategies

(1) Keyword - students form a connection between a word in the target language and an

acoustically similar word in their own language･ In a recenりapanese class I complained that I kept

107

getting the Japanese words yunyu (import) and yushutsu (export) mixed up. The teacher suggested I

imagine yunyu aS receiving something unewn, which sounds like the second part of the Japanese

word･ A classmate explained that being from Canada he made a hockey association and imaglneS

yushutsu as "shootingn goods out, which sounds like the second part of the Japanese word for

export･ Most students can attest to the effectiveness of such learnlng StrategleS･

(2) Semantic - Linking new vocabulary with semantically similar words also seems to aid仇｡

learning of vocabulary (see "Word Webs" above)･ Students do this in four ways. One, by Co-

ordination, which groups words at the same level of detail, such as salt and pepper, or butterfly and

moth･ The second is by Collocation, which is to find a word that might be found together withthe

given word, such as salt water, or butte的7 net･ TTle third is by Superordination, which findsthe

"Cover termM, such as insect for buttedly･ The fourth way leamers make links between new and

existlng WOrds is by Synonymy, which is to find a word with roughly the same meanlng'SuCh as

starvE'ng for hungry.

Learning Vocabulary on the lntemet:

There are many web pages dedicated to learning English･ Vocabulary practice is a particularly

common English study optlOn･ Students below intermediate level will certainly have trouble

locatlng an aPPrOPrlate link as all explanations and definitions are in English･ In those cases it･s

best to provide students with an exact addressI The first two addresses below are vocabulary-

Specific web sites which are appropriate for low level students:

(1) www･awl･elt･conddictionaries/wp_e.html This is a word pair exercise for beginner

level students･ It offers links to other exercises such as "Word Families", "Missing Word",

"Informal Languagen, and "Anagramsj'

(2) wwwilcgroup･com/cgi-bin/ildinteract.pl?05　TYlis site offers phrasalverb fill-in-

the-blank exercises and multiple choice exercisesalong with links to other exercises (such as match

the country name with the flag).

The following three are general language learning web sites, with numerous study optlOnS

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(including vocabular)

(3) TESLrrEFtn

URL: http:〟W耶

options ･

(4) Dave Sperling

URL: http:〟W耶

of which are quite cb;

(5) English Lang℃

URL: http:〟WⅥ¶

Conclusion　-　v

organized and autoII

contribute greatly to 1

Aitchison J. (1987). I

Carter R. & McCartl

Longman･

Ellis, a (1994). The.

Hamer, ∫. The Cudd]

Harwood, 良. (1990).

Hunt A. & Beglar D.

Teacher, January, 7-]

Morgan J･ 良 RinvoI

University Press.

Nation, P. (1990), Te

: teacher suggested I

part of the Japanese

:iation and imaglneS

E Japanese word for

ako seems toaidthe

r ways･ One, by Co-

pfX=r, Or butterny and

皿d together with the

丘oa, which findsthe

ks tN:tWeen new and

me meaning, Such as

ttlCe is a particularly

rtainly have trouble

h. hthose cases it's

low are VOCabulary-

互erCise for beginner

- i`Missing WordM,

phrasalverb fill-in-

:ises (such as match

oils Study options

(including vocabulary) :

(3) TESLrrEFLrrESOLrESL侶FL〝ESOL Links

URL: http://www.aitech.ar.jp/～itesljninks/　This has numerous vocabulary practice

OptlOnS･

(4) Dave Sperling:s ESL Web Guide

URL: http://www.eslcafe.com/search/ This has many vocabulary practice options most

of which are quite challenglng.

(5) English Language and Culture

U RL : http ://www. tcom.ohiou.edu//OU_Language/english/index. html

Conclusion　-　vocabulary notebooks give students a chance for sustained, focused, wel1-

0rganized and automous vocabulary study･ Students take pride in their notebooks and feel they

contribute greatly to their learnlng Of the target language.

References

Aitchison J. (1987). Words in the Mind. Blackwell Publishers, Oxford.

Carter R. & McCarthy M. (1988). Vocabulary and Language Teaching. London and New York:

Longman.

Ellis, R. (1994). The Study of Second I.anguage Acquisition. Oxford University Press.

Harmer, J. The Cuddle Factor. Practical English Teaching.

Harwood, R. ( 1990). Active Vocabulary Teaching. Practical English Teaching, September.

Hunt A. & Beglar D. (1998). Current Research and Practice in Teaching Vocabulary. The English

Teacher, January, 7- 12.

Morgan J. & Rinvolucri M･ (1986)･ Vocabulary: Resource Books for Teachers. Oxford: Oxford

University Press.

Nation, P. ( 1990). Teaching & I,earning Vocabulary. Heinle & Heinle Publishers. Boston.

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