Katyukha L.O.

Khmelnytsky National University

Vocabulary Learning Strategies

Vocabulary learning is one of the major challenges foreign language learners face during the process of learning a language. What is important to know about the vocabulary?

1) Vocabulary assists students in expanding their knowledge to raise achievement.

2) Vocabulary development increases when students have visual images of word meaning and when the words are categorized into groups.

3) In order to understand spoken or written words a student must know 95% of the words.

4) The creation of labels is a tool for fostering new perceptions and increasing learning.

5) It takes a minimum of 15 encounters with a new word for a student to understand and apply the word independently.

It is vital to assist students in becoming independent learners during the process of L2 vocabulary learning. This could be achieved through instructing learners to apply vocabulary learning strategies as efficiently as possible. Teaching vocabulary should not only consist of teaching specific words but also aim at equipping learners with strategies necessary to expand their vocabulary knowledge.

Vocabulary learning strategies are one part of language learning strategies which in turn are part of general learning strategies. Language learning strategies encourage greater overall self-direction for learners. Self-directed learners are independent learners who are capable of assuming responsibility for their own learning and gradually gaining confidence, involvement and proficiency. The same is happens with vocabulary learning strategies. Students need training in vocabulary learning strategies. Students will learn many words when they encounter them in meaningful contexts, but other words must be directly taught. Repeated meaningful encounters with words in read-alouds, in conversation, in personal reading, in discussion, or in media viewing can lead students to build vocabulary over time. Teachers should model effective word learning strategies for students.

Here are some examples of such strategies:

The Vocabulary Self-Selection Strategy is a small group activity for word learning. In this activity, students read a text selection and the teacher and each student is responsible for bringing two words to the attention of the group. Students are encouraged to choose words they have heard or seen in previous reading, but may not be able to define.

Each student shares a word and talks about where it was encountered, what it might mean, and why the word would be important for the class to know. After everyone in the group has had a chance to share, the group determines which 5 to 8 words they want to target for the week. After the list is made, the teacher leads a discussion about the words to refine, clarify and extend the definitions. This discussion is critical to the process. Students enter the words and the definition (in their own words) into their vocabularies and practice the words in various activities during the week.

In the discussions students can explore word histories, synonyms, antonyms, and personal experiences. Because the teacher also selects words, he/she models good vocabulary learning strategies.

Another strategy for effective vocabulary acquire is the PAVE procedure. The PAVE Procedure was developed to encourage students to check the dictionary definition against the context in which the word appeared. It also helps students remember meanings of words by associating the word with a visual image. PAVE stands for the four parts of the procedure - prediction, association, verification, and evaluation. Students should predict the meaning of the word based on the context clues, associate the word with a mental image, verify the word's meaning by consulting a dictionary, then evaluate the prediction they made. While this procedure seems time-consuming, students report that it helps them remember the words better.

The Student VOC Strategy is also helpful while learning words. This strategy targets specific content vocabulary by having students work to acquire a deeper meaning of a vocabulary word. Teachers list the key vocabulary for the topic or unit. From the list students identify one or two words that are unknown or unclear. Students then complete the Student VOC Strategy Sheet on their own. Teachers can use this as a classroom assessment for learning by observing which words students select. Clarifications of word meanings can be done with individual students or with small groups. This strategy also promotes differentiated instruction because students identify the words they need. A connection between the reading content and students' prior knowledge is made as students devise a way to remember the word.

The List-Group-Label is a vocabulary strategy where students are asked to generate a list of words, group them according to their similarities, and then label the group. For example, if the teacher asked students to brainstorm a list of words they associate with sport, students might list words like run, ski, kick, goggles, beat, compete, springboard, bat, win, lose, shuttlecock, lap, yacht etc. Students would group the words according to the categories they identify. Students might group the words ski, run, win, score as things they do while doing sport. They might group the words goggles, bat, shuttlecock, beam, puck as things of equipment. If words do not fit in a specific category students can either create a miscellaneous category or brainstorm new words to add to the list. This exercise allows students to practice and develop their vocabularies without being concerned with looking up definitions. The act of categorizing supplies a structure for students to begin learning meanings of unfamiliar words or deepening their understandings of words with which they were already familiar.

Effective vocabulary instruction utilizes different types of instruction and strategies for different types of words.

Concepts require more depth and guided/distributed practice for deeper understanding. To enhance learning of concepts the following strategies are used:

· Frayer Model

· Concept Attainment

· Concept Ladder

· Concept Squares

High Frequency Words are gradually introduced, then displayed on Word Walls and continuously used in word game formats and accurately during writing. The effective strategies are:

· Act it out

· Synonym Webs

· I have … Who has …

· Quick Talk

· Concentration

Multiple Meaning Words and Words which are commonly confused must be introduced and demonstrated in multiple contexts to reduce misconceptions. The recommended strategies are:

· Multiple Meaning Word Toss

· Question Quiz Show

· Multi-Sensory Strategy

· Word Trees

Essential Words are critical to the content, require previewing before the lesson and are addressed in context during the lesson. To activate them the following strategies are used: Vocabulary Matrix, Word Map, Word Webs, Which Word Doesn’t Belong and

Word Sorts.