Improving English vocabulary retention by using memory strategies: An action research

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES HOÀNG THỊ PHƯƠNG LOAN IMPROVING ENGLISH VOCABULARY RETENTION BY USING MEMORY STRATEGIES: AN ACTION RESEARCH NÂNG CAO KHẢ NĂNG LƯU NHỚ TỪ VỰNG TIẾNG ANH BẰNG CÁCH SỬ DỤNG CÁC THỦ THUẬT GHI NHỚ: NGHIÊN CỨU HÀNH ĐỘNG M.A Combined Program Thesis Field: English Teaching Methodology Code: 60.14.10 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES HOÀNG THỊ PHƯƠNG LOAN IMPROVING ENGLISH VOCABULARY RETENTION BY USING MEMORY STRATEGIES: AN ACTION RESEARCH NÂNG CAO KHẢ NĂNG LƯU NHỚ TỪ VỰNG TIẾNG ANH BẰNG CÁCH SỬ DỤNG CÁC THỦ THUẬT GHI NHỚ: NGHIÊN CỨU HÀNH ĐỘNG M.A Combined Program Thesis Field: English Teaching Methodology Code: 60.14.10 Supervisor: Phạm Thị Hạnh, M.A HANOI – 2013 iv TABLE OF CONTENTS TABLE OF CONTENTS PAGE Candidate‘s statement……………………………………………………………… i Acknowledgement………………………………………………………………… ii Abstract…………………………………………………………………………… iii List of tables and figures…………………………………………………………… vii PART A: INTRODUCTION…………………………………………………… 1 Statement of the problem and rationale for the study…………………………… Aims of the study and research questions……………………………………… 3 Significance of the study………………………………………………………… 4 Scope of the study……………………………………………………………… Methods of the study…………………………………………………………… An overview of the rest of the paper…………………………………………… PART B: DEVELOPMENT……………………………………………………… CHAPTER 1: LITERATURE REVIEW……………………………………… 1.1 Language Learning Strategies…………………………………… 1.1.1 Definition of Language Learning Strategies………………………… 1.1.2 The importance of Language Learning Strategies in Language Learning and Teaching……………………………………………… 1.1.3 Features of Language Learning Strategies…………………………… 10 1.1.4 LLS – a sufficient condition for successful learning? ……………… 12 1.2 Vocabulary and Vocabulary Learning Strategies………………………… 13 1.2.1 Vocabulary 13 1.2.1.1 Definition ……………………………………………………… 13 1.2.1.2 The importance of vocabulary in second language learning…… 14 1.2.1.3 Vocabulary retention and memory systems‘ process of working 14 1.2.2 Vocabulary learning strategies (VLS)………………………………… 17 1.2.2.1 Definition ……………………………………………………… 17 1.2.2.2 Classification of VLS…………………………………………… 18 1.3 Memory strategies…………………………………………………………… 24 1.3.1 Definition of memory strategies………………………………………… 24 v 1.3.2 Why memory strategies? 24 1.3.3 Classification of Oxford‘s Memory strategies………………………… 25 1.3.3.1 Grouping……………………………………………………… 27 1.3.3.2 Associating…………………………………………………… 27 1.3.3.3 Using imagery………………………………………………… 28 1.3.3.4 Placing a new word into a context…………………………… 29 CHAPTER 2: METHODOLOGY……………………………………………… 30 2.1 The background of the study……………………………………………… 30 2.1.1 The study setting ……………………………………………………… 30 2.1.2 Participants…………………………………………………………… 31 2.1.3 Materials……………………………………………………………… 31 2.1.4 TOEIC and TOEIC vocabulary………………………………………… 33 2.2 Implementation of the Action Research…………………………………… 34 2.3 Data collection instruments………………………………………………… 36 2.3.1 Vocabulary Knowledge Scale ………………………………………… 36 2.3.2 Interview………………………………………………………………… 37 2.3.3 Pre-test and post-tests ……………………… ………………………… 38 2.3.4 Learners‘ diaries.………………………………………………………… 39 2.3.5 Questionnaire.………………………………………………………… 40 2.4 Data collection procedure…………………………………………………… 41 2.5 Methods and data analysis procedures…………………………………… 43 CHAPTER 3: FINDINGS AND DISCUSSION………………………………… 45 3.1 Research question 1………………………………………………………… 45 3.1.1 Results from VKS……………………………………………………… 45 3.1.2 Result from the interview………………………………………………… 46 3.2 Research question 2………………………………………………………… 50 3.2.1 Results from the immediate post-test ………………………… …… … 50 3.2.2 Results from the delayed post-test ……………………………………… 53 3.3 Research question 3………………………………………………………… 56 3.3.1 Results from learners‘ diaries …………………………………………… 56 3.3.2 Results from the self-report column in the immediate post-test ………… 58 vi 3.4 Research question 4………………………………………………………… 59 3.4.1 Students‘ attitudes towards the strategy training scheme………………… 59 3.4.2 The students‘ attitudes towards four sub-memory strategies…………… 62 3.4.3 Students‘ suggestions for future program……………………………… 63 CHAPTER 4: RECOMMENDATIONS………………………………………… 67 4.1 Strategy training………………………………… 67 4.2 Suggested activities for introducing and practicing memory strategies 72 4.3 Other recommendations for teachers……………………………………… 72 PART C: CONCLUSION………………………………………………………… 74 Major findings of the study……………………………………………………… 74 Limitations of the study………………………………………………………… 75 Suggestions for further study…………………………………………………… 76 REFERENCES…………………………………………………………………… 77 APPENDICES I Appendix 1: Vocabulary teaching schedule……………………………………… II Appendix 2: Schmitt‘s taxonomy of VLS………………………………………… IV Appendix 3: Oxford‘ taxonomy of LLS………………………………………… VI Appendix 4: VKS test……………………………………………………………… VIII Appendix 5: Pre-test/post-test 1/post-test 2……………………………………… X Appendix 6: Questionnaire………………………………………………………… XVI Appendix 7: Sample of in-class & at-home handouts…………………………… XVIII Appendix 8: Sample of learners‘ diaries…………………………………………… XXVIII Appendix 9: Suggested activities employing memory strategies………………… XXXIX vii LISTS OF TABLES, FIGURES, AND ABBREVIATIONS TABLES PAGE Table 1: Definitions of Language Learning Strategies…………………………… Table 2: Features of Language Learning Strategies……………………………… 10 Table 3: A collection of some important principles needed to retain vocabulary items……………………………………………………………………………… 16 Table 4: Gu & Johnson‘s taxonomy of VLS……………………………………… 20 Table 5: Nation‘s taxonomy of VLS……………………………………………… 21 Table 6: Oxford‘s memory strategies…………………………………………… 25 Table 7: Student profile…………………………………………………………… 31 Table 8: Schedule of vocabulary teaching for TOEIC A class…………………… 32 Table 9: Students‘ problems in independent learning vocabulary…………… … 49 Table 10: Strategies used as reported in students‘ diaries……………… …… 51 Table 11: Report of strategies used in the immediate post-test…… …………… 52 Table 12: Mean scores gained by the group in the pre-test and immediate posttest………………………………………………………………………………… 52 Table 13: Individuals‘ performance in the pre-test and immediate post-test…… 53 Table 14: Mean scores gained by individuals in the pre-test and immediate posttest………………………………………………………………………………… 55 Table 15: Mean scores gained by the group in the pre-test and delayed posttest………………………………………………………………………………… 55 Table 16: Individuals‘ performance in the pre-test, immediate post-test and delayed post-test………………………………………………………………… 57 Table 17: Mean scores gained by individuals in the pre-test, immediate post-test and delayed post-test……………………………………………………………… 58 Table 18: Students‘ preference of four sub-memory strategies…………………… 62 Table 19: Students‘ suggestions for future program……………………………… 63 Table 20: Types of strategy training……………………………………………… 67 FIGURES Figure 1: Diagram of Direct Strategies…………………………………………… 23 viii Figure 2: Diagram of Indirect Strategies………………………………………… 23 Figure 3: Action research circle…………………………………………………… 34 Figure 4: Data collection procedure……………………………………………… 41 Figure 5: Results from VKS test………………………………………………… 45 Figure 6: The whole group‘s performance in the pre-test and immediate post- 51 test………………………………………………………………………………… Figure 7: Individuals‘ performance in the pre-test and immediate post-test……… 52 Figure 8: The whole group‘ performance in the pre-test and the delayed post test 54 Figure 9: The whole group‘ performance in the pre-test, immediate post-test and 54 delayed post-test…………………………………………………………………… Figure 10: Individuals‘ performance in the pre-test, immediate post-test and 56 delayed post-test…………………………………………………………………… Figure 11: Strategies used as reported students‘ diaries………………………… 57 Figure 12: Importance of the strategy training scheme…………………………… 59 Figure 13: Effectiveness of the strategy training scheme………………………… 60 Figure 14: Pleasure during the strategy training scheme………………………… 61 Figure 15: A model for strategy training………………………………………… 68 ABBREVIATIONS LLS: Language Learning Strategies VLS: Vocabulary Learning Strategies L2: Foreign Language VKS: Vocabulary Knowledge Scale M: Mean Score TOEIC: Test of English for International Communication PART A: INTRODUCTION This chapter sheds light on the statement of the problem and rationale for the study as well as its aims and research questions Moreover, the scope and the significance of the study are also presented in this part Lastly, the chapter concludes with an overview of the rest of the paper, serving as a useful compass to help the reader stay on track throughout the research Statement of the problem and rationale for the study ―I’m sure that I have seen this word before but…I not remember its meaning Sorry teacher.‖ ―Teacher, could you tell me the best way to learn vocabulary? I have tried a lot but it is always easy for me to forget the meanings of words that I have learned.” “At first, I can remember all the words that you have taught us but… after a few days, it seems to be very difficult for me to recall their meanings although they look really familiar to me.” “I can’t remember all things about a word, like how to pronounce it, whether it is a verb or a noun, when I can use it…” “Teacher, how can I remember the words that I have learnt?” … Those are questions and comments that my students often share with me They all know the importance of learning vocabulary; however, they seem to be frustrated with trying to learn new words This can be shown by the way they express themselves in English confusingly; their gesture of slightly scratching their head when they have to deal with words that they not know; and their low marks in vocabulary test From this reality, a challenging question is set for teachers of English in general and me - one teacher of English in particular: “How to help students retain vocabulary effectively?‖ From my own experience as a student, I used to ask myself a question like my students now: “How can I remember this word?” It was very easy for me to understand the meaning and get the right pronunciation of a word at first, but it was also easy for me to forget those things a short time later It therefore resulted in bad marks in my reading comprehension tests and the way I tried to use suitable words when I had to present in class One day, there appeared an idea in my mind – that I think is a turning point in the way I have dealt with learning vocabulary: that was the time when my teacher gave us an example to explain the meaning of the word: ―embarrassed‖ She said, ―Just imagine, you are in a restaurant with a very important person and you carelessly pour your entire café cup on his clothes….yup and that will be the time you feel so “embarrassed” So we all understood that ―embarrassed‖ showed the feeling when we did something wrong and we did not know what to then I myself think that this associating way is very simple but really impressive and effective As a result, I remember that word for my life Thus, after graduating from university and being an English teacher, I started to study the very first readings about Vocabulary and Vocabulary Learning Vocabulary plays an important part in language learning as Schmitt (2010) stated, ―Learning vocabulary is an essential part of mastering a second language‖ (p 4) This view has been strongly approved by all partners involving in learning process For example, McCarthy (1990, p.viii) added ―no matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wider range of meanings, communication in an L2 just cannot happen in any meaningful way‖ The learners will certainly face difficulties when communicating in English without equipping themselves with necessary vocabulary items Furthermore, vocabulary deficiency can be reason for weakness in many language skills, namely reading and listening comprehension, speaking competence, writing performance and grammatical accuracy Learning vocabulary is no doubt an indispensable step of L2 acquisition However, learning but not remembering is not successful learning Students should be taught how to remember vocabulary or recall necessary vocabulary when needed In general, they must be provided the way to process information deeply Studying VLS has been an interest for a great deal of psychologists, linguists and language teachers for a long time There are numerous studies conducted about VLS, their effectiveness in learning vocabulary Almost these researchers have attempted to develop a framework of category of VLS They are: O‘Malley and Chamot (1990), Oxford (1990); Stoffer (1995); Gu and Johnson (1996), Schmitt (1997), Nation (2001), to name but a few At the University of Languages and International Studies, Vietnam National University, Hanoi, vocabulary learning and teaching ―have yet to receive adequate attention‖ and that ―vocabulary is often integrated into other communicative skills and the task of vocabulary acquisition is totally left to students Also, the research interest among the university staff and students has seemingly moved away from this field‖ (Ngo, 2009, p 2) He also critically pointed out that at post-graduate library where research papers in English were deposited, lecturers‘ research on vocabulary could hardly be found Besides, he also described a dramatic fall in the number of graduation papers concerning about this issue by giving out some alarming figures: ―while up to graduation papers in 1998 dealt with vocabulary, the figure dropped to in 1999 and only in 2002, and 2003‖ In May, 2009, he himself conducted a research on ―Vocabulary Level and Vocabulary Strategies of ULIS First Year Mainstream English Majors‖ In this research, he aimed at finding out the vocabulary level of the first year students, what strategies they used in their vocabulary learning and what problems they encountered with vocabulary learning strategies This research took no attempt to fill the gap in changing and correcting the previous scholars‘ VLS systems, identifying the vocabulary level or the numbers of vocabulary strategies used among students, but practically focused on applying some specific strategies in vocabulary learning and examining their effectiveness In conclusion, with all the reasons from my own experience, my teaching and learning situation and the large gap in studying VLS in my university, I would like to devote my time and effort researching to my thesis: ―Improving English Vocabulary Retention by using Memory Strategies- An Action Research” as an answer to the very beginning question - ―How to help my students retain vocabulary effectively?” Aims of the study and research questions Initially, the study aimed at identifying the problems with vocabulary that students were facing with Secondly, it was intended to improve the students‘ vocabulary retention by teaching them some helpful memory strategies, namely grouping, associating, using imagery and placing new words into a context The study also aimed at finding out how much students obtained the memory strategies learnt; by the way, the strategy used the most by students could also be revealed Finally, it attempted to collect not only students‘ attitudes towards the strategy training scheme in general and four sub-memory strategies in particular but their own suggestions for a better future teaching and learning program as well In short, the study was conducted to answer the four following research questions: What are the problems that the students encounter in their independent vocabulary learning? XXXV XXXVI XXXVII APPENDIX 9: SUGGESTED ACTIVITIES FOR EMPLOYING MEMORY STRATEGIES I Activities for employing associating strategy Activity 1: Cross- associations Level Elementary to Advanced Time 15-25 minutes Preparation Choose and make copies of a short text An example will be found below In class Ask the students to read through the text and note down any words which they don‘t know, or which interest them Ask them to find out the meanings, uses, etc of the words Ask the group to build up a list of professions on the blackboard The students associate, in any way they wish, the words they have chosen with the professions Invite them in pairs to explain to each other their associations Example The following list of professions was produced by one group: Electrician Joiner Accountant Bus-driver Baker Foreman Farmer Teacher Apprentice Businessman Social worker Doctor Fisherman Policeman politician After reading the text below, the group formed the following associations: Beach, sand, sea teacher (because the beach is the best place for lessons) Paddock farmer connection with cattle Butcher Squatting electrician (from the position these people have joiner to work in) Horizon politician (because you can‘t see what is over the horizon, and you don‘t XXXVIII know the is Variations future you will get a politician elected) Other categories may be used to build the list of associations, Furniture (chair, table, settee, wardrobe…) landscape e.g features (hill, valley, wood, field, river…)… Sample text Goblins I never had clean beach sand to play on when I was a kid In fact I never saw the sea before I was nine, so I was to build things out of mud I can see myself now squatting in a corner of the big paddock, small and thin and brown in my patched khaki pants and shirt, lost in the creation of a remembered town I was built in this same place, shaping walls of mud, doors and roofs of bark, and all around among untidy lumps of mud I made tower things from sticks above holes in the ground In my mind’s eye the houses were all painted dazzling white, and the big hotel on the corner was red brick with a cast iron balcony and corrugated iron roof The other things were mines and slag heaps and pitheads, and stretching away from them I would see the spare desert scrub shimmering to a flat horizon and the whole land panting with heat under a bleached blue sky When the other kids found me they used to laugh and break up my mining town Then I began building towns full of white goblins and I stamped them into the ground in a rage (Colin Johnson, Wild Cat Falling, Angus and Robertson 1965) (I learnt this idea from John Morgan and Mario Rinvolucri, 1991) …………………………………………………………………………………………………………… Activity 2: Three little words Level Elementary to Advanced Time 10-20 minutes Preparation Select 20 words from the next unit in your course book Half of them should already be known, make four lists, each of five words, and make sufficient copies for one quarter of the class In class Divide the class into groups of four Give out the lists of words so that each person in a group receives a different list Tell them not to show their lists to the other members of the group Ask students to use dictionaries to look up words they not know or are not sure of XXXIX Ask each group to split into two pairs, and explain the rules of the game: in each pair, A will think of a word on his or her list and say another word that could be associated with it B must try and guess what A‘s word is If B guesses wrongly, A gives another associated word B is allowed up to three guesses While A and B are playing, the other pair observes and, if necessary, adjudicates Pairs should alternate in playing the game until all the words have been used Examples Association Guess A: beer B: glass A: wine B: bottle A: Yes! C: pope D: priest C: rope D: soap C: want D: hope C: Yes! Acknowledgement: I learnt this game from a Dutch-language TV programme in Beligium, cited in John Morgan and Mario Rinvolucri, 1991 ………………………………………………………………………………………………………… Activity 3: Secret word associations Students give words associated with a vocabulary item without naming the item Sample: Individual Sports and Recreation In pairs or small groups, have students choose a secret word from the vocabulary list on pages 102—103 of the Picture Dictionary, brainstorm several associations, tell the associated words to the class, and see if students can guess the secret word …………………………………………………………………………………………………………… Activity 4: What can you in…? Students brainstorm activities associated with vocabulary topics Sample: The Bank Have pairs or groups of students make a list of all the things you can at a bank For example: XL cash a check get travelers checks apply for a loan make a deposit use an ATM card put things in a safe deposit box …………………………………………………………………………………………………………… Activity 5: Association game Students play a game based on associations Sample: The Department Store Variation 1: a Divide the class into several teams b Call out the name of a department in a department store and have students in each group work together to see how many words they can associate with that department For example: Jewelry Department (watch/rings/earrings/necklaces/chains/lockets/pins/pearls) Electronics Department: recorders/speakers/calculators) (radios/ TVs/CD players/tape The team with the most items wins Variation 2: a Divide the class into several teams b Have each team decide on a department in a department store and some items that are purchased in that department For example: Women‘s Clothing Department: (shirts/dresses/coats/belts) c Each team reads its list without telling the department, and others guess what the department is The team with the most correct answers wins Variation 3: a Prepare index cards similar to the following: You will need two of each index card you prepare Jewelry House wares Bracelet frying pan Earrings glasses watch coffee pot XLI b Divide the class into two teams c Ask one player from each team to come to the front of the room and sit facing his or her team d Give copies of the same card to each of the two players in the front (Make sure these players understand all the words on the cards.) e The first player announces the category: Jewelry That person then gives a clue for the first word For example: ―You wear it around your wrist.‖ f That person‘s teammates have one try to guess the answer If they‘re correct, they get a point and the team member gives a clue for the second word If they don‘t guess the first word, the play goes to the other team, and they have a chance to guess the word based on the clue they‘ve just heard g Continue the game with other departments The team with the most points wins the game …………………………………………………………………………………………… II Activities for employing using imagery strategy Activity 1: Build words into a picture Level Beginner to Advanced Time 15 minutes Preparation Choose twelve words from the next unit you are going to teach in the course In class book They should be new words Tell the group that they are going to draw a picture incorporating some of the new words from the next unit The students should work independently of each other Tell them the first word, either explaining its meaning in English, paraphrasing it with a known word, miming it, or translating it They make a drawing representing it Give them the second word and explain/ translate it They continue the picture, incorporating the second XLII word/idea In this way, they build each of the twelve words into one picture Say the words again slowly, and ask them to write each word over its representation Ask the students to compare their pictures (Adopted from John Morgan and Mario Rinvolucri, 1991 …………………………………………………………………………………………………………… Activity 2: The picture behind a story Level Beginner to Advanced Time 20-30 minutes Preparation Choose a painting or a strong photograph that makes you think of a story Work the story out in your head and prepare to tell it in English Don‘t write notes The story should be derived from the picture but should not describe it In class 1.Tell your students you were looking at a painting/photo when a story came into your head Tell your story Now ask students to imagine the picture that inspired the story, and draw it Let them compare pictures and explain how they relate to the story Show the original picture Variations You can conduct this kind of activity in the opposite way by firstly choose a group of words that you want to teach students Ask them to look up the meanings in the dictionary Then, you ask them to work in group, link words with each other and imagine a picture story Ask them to explain/ retell a story Acknowledgement I learnt this idea from Andrew Wright ……………………………………………………………………………………………… Activity 3: Draw the word Level Beginner to Advanced Time minutes in the first class, 15-20 minutes in the second XLIII Preparation Choose the words you want students to review There is no reason why these should be only ones that are easily represented in drawing In class each Put the words on the board, then tell the students to draw a picture for word as homework In the next class Ask students to work in pair simultaneously, showing their drawings to each other and explaining why they feel the drawings fit the words Example Variation Examples replacement One person handing a bag to another To receive A bricklayer receiving a brick from a helper To reach A person trying to get something from the top of a high cupboard To emphasize A teacher at a blackboard, underlining two words Desire A cyclist gazing at a van ( The student explained that this was the cyclist‘ desire for the van) Observation A fire- watching tower in a forest Develop A child at various stages of growth from infancy Write the words on the blackboard in arbitrary pairs Ask the students, working individually, to draw pictures linking the words in each pair Either ask the students to show their pictures to one or two neighbors and explains the links shown; or form groups of 4-5 students In each group, all the pictures should be pooled, and one by one individual should take a picture from the pool and try to guess the words represented and the links between them Here are some examples of links that students found between words an pictures, and the explanations they gave: Words Pictures Explanations Rage A policeman violently carrying off a small child ―it makes me angry‖ Forger Plush, shiny cushions on a settee ―because the leather looks false‖ Guilt A girl running across a ―because she feels guilt‖ XLIV street III Activities for employing grouping strategy Activity 1: Intelligence test Level Beginner to Intermediate Time 10 minutes In class Put up the following words on the board: Pliers hammer nail saw Ask students the write down the odd one out and give their reasons When they answer is ―pliers‖ because it is the only one with two legs If there are many ―incorrect‖ answers, a discussion on the validity of such tests might well ensure Now ask the group to make as many sets as possible, using two or more of the items in the list Acknowledgement This type of exercise has previously been used in Mazes, by M.Berer and M Rinvolucri, Heinemann 1981/Hueber 1985 Other suggestions In my own opinion, this kind of activity can be used to check your students‘ learning vocabulary You can write down a list of 4-5 words on the board Ask for odd one out word and ask students to explain why There might have more than one answer, the discussion will become interesting and it is also the time for your students to revise words ……………………………………………………………………………………………… Activity 2: Open categorization Level Beginner to Advanced Time 15-20 minutes In class Write the words to be reviewed on the board Invite the students, working individually, to categorize the words into more than two groups The way they this is for them to choose: the look of the words on the page; associations with the words, the sounds of the words, idea groupings, etc Do not tell the students how to categorize: let them find out for themselves XLV Ask the students to give each of their categories a heading Go round the class, asking some of the students to read out their headings and the words in the corresponding categories Do not reward or censure students by your facial expression and tone of voice for the way they have categorized: be as neutral as you can and say as little as possible Acknowledgement: I learnt this technique from Caleb Gattegno‘s Silent way (cited in John Morgan and Mario Rinvolucri, 1991) ……………………………………………………………………………………………… Activity 3: Guided categorization Level Beginner to Advanced Time 15-20 minutes A Nice words versus nasty words Give the students the words to be reviewed and ask them each to pick three they like and three they don‘t Give them time to think Put up two headings on the board: nine words and Nasty words Ask each student to write up one of her or his nice words and one nasty word When everybody has two words on the board, invite people to explain why they like or dislike particular words Do not gloss or comment yourself: don‘t give or withhold approval By keeping quiet you will help students to talk Example In one group the review words were: Viaduct ambulance to lower motorway Plunge jack-knife to volunteer hair-raising Windscreen intensive Here are some of the things different students said about some of the words: Ambulance: don‘t ―I used to be a nurse, and an ambulance coming meant more work I like the word.‖ Intensive: ―I don‘t like it because the –nt- is too hard to say correctly.‖ Windscreen: ―I don‘t like it because I learnt it last term and can‘t remember it.‖ XLVI Acknowledgement: from Marilyn Spaventa, who used this technique with classes on Pilgrims summer courses (cited in John Morgan and Mario Rinvolucri, 1991) B Other subjective categories Using the methodology suggested in (A), you can ask the students to work on contrastive categories of many different sorts, e.g Very English words Not very English words New words Old words Me-connected words separate-from-me words High words low words Past words future words C Words and shapes Put up on the board the following shapes: Ask students to copy the shapes into their notebooks and then associate the words to be reviewed with the shapes They may, of course, link given word with more than one shape Pair the students and let them explain their word-shape associations ……………………………………………………………………………………………… XLVII Activity 4: Category consequences Level Elementary to Advanced Time 20 minutes In class Divide the class into groups of 4-8 Each group should sit in a circle In each group, each player should have a clean sheet of paper Each player writes across the top of the page a list of words (maximum 8) which for him or her form a category, and then passes it to the player on the left On receiving the list, the second player should write the name of the category she/he believe is exemplified, fold the paper so that the original list cannot be seen, and pass it to the next player The third player should then write a list of 5-8 words exemplifying the category named, fold the paper so that only the new list can be seen, and pass it to the next player, and so on, alternating lists and category names, until each player receives the paper s/he started with Acknowledgement This game was thought up during a seminar at the British council ……………………………………………………………………………………………… Activity 5: Classifying knowledge Level Intermediate to Advanced Time 20 -30 minutes In class Put the students threes and ask them to rank the following types of skill/ knowledge (a) for their usefulness in everyday life; (b) in terms of the value of qualifications that might be gained through acquiring such knowledge Tooth care soil chemistry surgery arithmetic Knitting geometry plain cookery ancient Darning literacy criticism music Greek Nuclear physics pop music servicing a motor car Road safety filling in tax forms Ask the threes to come together into nines and compare their rankings XLVIII Variations Ask the students to rank the following areas of knowledge according to their usefulness in helping someone to win a TV or radio general knowledge quiz: Medieval history civil engineering cookery medicine Criminology car mechanics literature plumbing Computer science electronics geography modern history Art history cinema studies astronomy musicology Carpentry astrology sociology political science Biology gardening mathematics Acknowledgement: Roger Gomm and Patrick McNeil (eds.), (cited in John Morgan and Mario Rinvolucri, 1991 …………………………………………………………………………………………… Activity 6: Stand up categories Students stand up according to word categories Example: Stand up for house wares a Say the name of a department or section in a department store b Tell students you‘re going to say four words If they hear a word that is associated with that department or section, they should stand up If they hear a word that is not associated with that department, they should sit down For example: Home Furnishings: sofa (stand up) coffee table (remain standing) toaster (sit down) blouse (remain sitting) Gift Wrap Counter: paper towel (remain sitting) ribbon (stand up) calculator (sit down) bow (stand up) …………………………………………………………………………………………… Activity 7: Category game Students guess vocabulary items through a combination of clues and categories Sample: Colors a Prepare index cards similar to the following: Things that are green Things that are red grass a stop sign XLIX broccoli lettuce a tomato spaghetti sauce Things that are white Snow vanilla ice cream ceiling paint Things that are blue jeans the sky the ocean You will need two of each index card you prepare b Divide the class into two teams c Ask one player from each team to come to the front of the room and sit facing his or her team d Give copies of the same card to each of the two players in the front (Make sure these players understand all the words on the cards.) e The first player announces the category: ―Things that are green.‖ That person then gives a clue for the first word For example: ―It grows on the ground in front of houses and in parks.‖ f That person‘s teammates have one try to guess the answer If they‘re correct they get a point and the team member gives a clue for the second word If they don‘t guess the first word, the play goes to the other team, and they have a chance to guess the word based on the clue they‘ve just heard g Continue the game with other color category cards The team with the most points wins the game ………………………………………………………………………………………………………… IV Activities for employing placing words into a context strategy Activity 1: Words to story Level Elementary to Advanced Time 10-30 minutes Preparation Choose 30-40 words that need revising In class Write the words on the board Ask the students to check any words they don‘t remember the meaning of Ask each student to pick 6-7 words from on the board Each student then makes up a story (mentally, not on paper) suggested by the word she/he has chosen The students pair off and tell each other their stories, then explain how they chose those particular words Acknowledgement I learnt the idea from John Morgan and Mario Rinvolucri, 1991