Vocabulary Learning Strategies

Vocabulary Learning Strategies

There are numerous different classification systems for vocabulary learning strategies. Several common used are listed at the following. Gu and Johnson (1996) developed a classification of vocabulary learning strategies that are beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal), memory strategies (encoding) and activation strategies. Schmitt (1997) took advantage of Rebecca Oxfords (1990, p.14) classification of learning strategies containing memory strategies, cognitive strategies, metacognitive strategies, and social strategies, and the Discover/Consolidation distinctions suggested by Cook and Mayer to propose an extensive taxonomy of vocabulary learning strategies. It can be divided into two classes. Five groups are included in these two classes.

I. Strategies are used for the discovery of a new words meaning

Determination strategies (DET): the strategies are used to discover a new words meaning without recourse to anothers expertise when learners dont know a word. For instance, learners can use a dictionary, analyze any available pictures or gestures or guess meaning from textual context.

Social strategies (SOC): the strategies are employed to ask someone who knows. Learners can ask teacher or classmates about information in a variety of ways, such as a synonym, paraphrase, or L1 translation of new word.

II. Strategies are used for consolidating a word once it has been encounteredSocial strategies (SOC): they can also be employed to consolidate learned words by interacting with other people like studying and practicing meaning in a group.

Memory strategies (MEM): the strategies (traditionally known as mnemonics) involve connecting the word to be retained with some previously learned knowledge, using some form of imagery, or grouping. A new word can be integrated into many kinds of existing knowledge (i.e. previous experiences or known words) or images can be custom-made for retrieval (i.e. images of the words form or meaning attributes).

(1) Picture/imagery: Learners study new words with pictures of theirmeaning instead of definition.

(2) Related words: New words can linked to L2 words that the studentalready knows. Usually this involves some type of sense relationship, such as coordination (blue other kinds of color like red, purple or white), synonymy (beautiful-pretty), or antonym (dead-alive).

(3) Unrelated words: Learners can also link words together that have nosense relationships. One way of doing this is with peg or hook words. One first memorizes a rhyme like one is a bun, two is a shoe, three is a tree etc. Then an image is created of the word to be remembered is chair, then an image is made of a bun (peg word) resting on a chair. Recitation of the rhyme draws up these images, which in turn prompt the target words.

(4) Grouping: It is an important way to aid recall, and people seem toorganize words into groups naturally without prompting.

(5) Words orthographical or phonological form: It involves focusing onthe target words orthographical or phonological form to facilitate recall. One can explicitly study the spelling or pronunciation of a word. Other options are to visualize the orthographical form of a word in an attempt to remember it, or to make a mental representation of the sound of a word, perhaps making use of rhyming words. The Keyword Method entails a learner finding a L1 word which sounds like the target L2 word, i.e. the English word cat for the Japanese word katana (sword). Then an image combing the two concepts is created, such as a samurai cat waving a sword. When the L2 word is later heard, the sound similarity invokes the created image which prompts the L2 words meaning.

(6) Other memory strategies: There are other useful ways of consolidating its meaning, such as analyzing a words affixes, root, and word class. One way of increasing ones vocabulary is to analyze and learn the individual words of these chunks, and then use the whole chunk (if it is transparent enough) as a mnemonic device for remembering the individual word meanings. In addition, the use of physical action can also facilitate language recall.

Cognitive strategies (COG): The strategies are similar to memory strategies, but are not focused so specifically on manipulative mental processing. They include repetition and using mechanical means to study vocabulary. Another kind of cognitive strategy is using study aids. Taking notes in class invites learners to create their own personal structure for newly learned words, and also offers the chance for additional exposure during review.

Metacognitive strategies (MET): Students used the strategies to control and evaluate their learning, behaving an overview of the learning process in general.

Table 1

A Simple Taxonomy of Vocabulary Learning StrategiesVocabulary Learning Strategy (VLS)

1.Strategies for the discovery of a new words meaning2. Strategies for consolidating a word once it has been encountered

Determination strategies (DET)Social strategies (SOC)

Social strategies (SOC)Memory strategies (MEM)

Cognitive strategies (COG)

Metacognitive strategies (MET)

Table 2

A Taxonomy of Vocabulary Learning Strategies (Schmitt, 1997, p. 207-8)Taxonomy of Schmitts Vocabulary Learning StrategiesStrategy Group

Strategies for discovering the meaning of a new wordDET Analyze part of speech

DET Analyze affixes and roots

DET Check for L1 cognate

DET Analyze any available pictures or gestures

DET Guess from textual context

DET Bilingual dictionary

DET Monolingual dictionaries

DET Word lists

DET Flash cards

SOC Ask teacher for L1 translation

SOC Ask teacher for paraphrase or synonym of new word

SOC Ask teacher for a sentence including the new word

SOC Ask classmates for meaning

SOC Discover new meaning through group work activityStrategies for consolidating a word once it has been encountered

SOC Study and practice meaning in a group

SOC Teacher checks students flash cards word lists for accuracy

SOC Interact with native-speakers

MEM Study word with a pictorial representation of its meaning

MEM Image words meaning

MEM Connect word to a personal experience

MEM Associate the word with its coordinates

MEM Connect the word to its synonyms and antonyms

MEM Use semantic maps

MEM Use scales for gradable adjectives

MEM Peg Method

MEM Loci Method

MEM Group words together to study them

MEM Group words together spatially on a page

MEM Use new word in sentences

MEM Group words together within a storylineMEM Study the spelling of a word

MEM Study the sound of a wordTable 2 (continued)MEM Say new word aloud when studying

MEM Image word form

MEM Underline initial letter of the word

MEM Configuration

MEM Use Key word Method

MEM Affixes and roots

MEM Part of speech

MEM Paraphrase the words meaning

MEM Use cognates in study

MEM Learn the words of idiom together

MEM Use physical action when learning a word

MEM Use semantic feature grids

COG Verbal repetition

COG Written repetition

COG Word lists

COG Flash cards

COG Take notes in class

COG Use the vocabulary section in your textbook

COG Listen to tape of word lists

COG Put English labels on physical objects

COG Keep a vocabulary note book

MET Use English-language media (songs, movies, newscast, etc.)

MET Testing oneself with word tests

MET Use spaced word practice

MET Skip or pass new word

MET Continue to study over time