Learning new words is a challenging aspect of language learning and the fact that there are numerous methods for vocabulary learning is itself a testimony to its difficulty.
Of all the methods and techniques that exist, I have always found it useful to keep records or take note of new vocabulary words with their English definition and then use them in one single paragraph. Some popular vocabulary books, such as 504 Essential Words and 1100 Words You Need to Know, have endorsed this method of learning vocabulary.
As I said, I have found this method very effective, useful, and meaningful. Consequently, when I want to teach vocabulary, I always give my class this tip, and not surprisingly, those who apply the method usually perform much better than those who don’t. When I asked the second group why they didn’t trust or apply the method, they simply said the method doesn’t make much sense to them and they learn the words better if they just memorize the meanings.
To address this, I decided to draw their attention to the importance of this matter through testing and not teaching. So, here’s what happened:
On a vocabulary quiz day, as usual, I gave my class the quiz and 75 minutes to complete it. During the vocabulary quiz, students have open access to any available resources, meaning that students can use any online/ offline tools to help them find the meaning of the target words to do the test. But the main point is for them to LEARN. They can learn at their own pace with even the help of CHATGPT. However, I make it very clear that they need to make sure they learn the target words and not just do the quiz. I encourage them to learn the words however that works for them.
When the time was over, the next phase of activity was put into action. For this part, I gave them a question about the content of the quiz and had them write their opinion on that in a paragraph of 150 words while including the target words of the quiz! I told my class that those who had taken notes of the words and their definitions can use their notes. That was the only resource which was allowed. At first, students thought it was unfair because had they known they could use any notes, they would have taken some. I assured them that it’s fair and this exercise is for the sake of their learning and understanding. At this point, the second stage of the quiz was done and then I collected all the papers.
Once the quiz had concluded, I requested feedback from both groups. Those who had their notes performed better, not just because they had the words, but because writing the new words and the definitions helped with better organization and concept development which eventually helped them use the words in a more appropriate context. The second group said that while they were writing their response to the question, they knew some of the target words but couldn’t recall them fully, and those who remembered the words couldn’t use them appropriately in a given context because they forgot the organization and flow of how target words were presented. Even though they could look at the words, the context was missing, whereas those who kept a record of the words by writing them down with the definitions were working on concept formation in the right context.
While my approach may or may not have been fair, the instructional purpose was served, that vocabulary learning can best happen if learners try to keep a record of the target words for forming better concepts in the right context! Two weeks later, on another vocabulary quiz, I saw all the students in the class keeping an organized record of the target words. I’m confident they didn’t do that because they knew they would be able to use their notes in the second part of the quiz as I made it clear in the beginning that no one would use any notes in the second part of the quiz this time. The second group simply told me this way can help them much better with vocabulary retention.
Learning new words is a challenging aspect of language learning and the fact that there are numerous methods for vocabulary learning is itself a testimony to its difficulty. Of all the methods and techniques that exist, I have always found it useful to keep records or take note of new vocabulary words with their English definition and then use them in one single paragraph. Some popular vocabulary books, such as 504 Essential Words and 1100 Words You Need to Know, have endorsed this method of learning vocabulary.
As I said, I have found this method very effective, useful, and meaningful. Consequently, when I want to teach vocabulary, I always give my class this tip, and not surprisingly, those who apply the method usually perform much better than those who don’t. When I asked the second group why they didn’t trust or apply the method, they simply said the method doesn’t make much sense to them and they learn the words better if they just memorize the meanings.
To address this, I decided to draw their attention to the importance of this matter through testing and not teaching. So, here’s what happened:
On a vocabulary quiz day, as usual, I gave my class the quiz and 75 minutes to complete it. During the vocabulary quiz, students have open access to any available resources, meaning that students can use any online/ offline tools to help them find the meaning of the target words to do the test. But the main point is for them to LEARN. They can learn at their own pace with even the help of CHATGPT. However, I make it very clear that they need to make sure they learn the target words and not just do the quiz. I encourage them to learn the words however that works for them.
When the time was over, the next phase of activity was put into action. For this part, I gave them a question about the content of the quiz and had them write their opinion on that in a paragraph of 150 words while including the target words of the quiz! I told my class that those who had taken notes of the words and their definitions can use their notes. That was the only resource which was allowed. At first, students thought it was unfair because had they known they could use any notes, they would have taken some. I assured them that it’s fair and this exercise is for the sake of their learning and understanding. At this point, the second stage of the quiz was done and then I collected all the papers.
Once the quiz had concluded, I requested feedback from both groups. Those who had their notes performed better, not just because they had the words, but because writing the new words and the definitions helped with better organization and concept development which eventually helped them use the words in a more appropriate context. The second group said that while they were writing their response to the question, they knew some of the target words but couldn’t recall them fully, and those who remembered the words couldn’t use them appropriately in a given context because they forgot the organization and flow of how target words were presented. Even though they could look at the words, the context was missing, whereas those who kept a record of the words by writing them down with the definitions were working on concept formation in the right context.
While my approach may or may not have been fair, the instructional purpose was served, that vocabulary learning can best happen if learners try to keep a record of the target words for forming better concepts in the right context! Two weeks later, on another vocabulary quiz, I saw all the students in the class keeping an organized record of the target words. I’m confident they didn’t do that because they knew they would be able to use their notes in the second part of the quiz as I made it clear in the beginning that no one would use any notes in the second part of the quiz this time. The second group simply told me this way can help them much better with vocabulary retention.
Setareh Dabbagh
Greetings from the bottom of the heart of an educator. I’m Setareh and I have tried to be an agent for change through being an EFL/ESL instructor for over ten years now: change from uncertainty to assurance. I studied English Literature and went on to continue my studies in TEFL. As a learning facilitator, trying to empower learners and helping them get control over their learning pursuit is what I feel passionate about. I like sharing my teaching and learning experiences with my passionate fellows through writing as well. My area of professional interest is writing- be it blogging, short story, translation, or content writing. I see writing as a blue bird of some sci-fi movies with many wings. My writing wings are amazing books, moving movies, great company, healthy food, and physical and mental exercise.