INTRODUCTION
Rationale
Vocabulary is fundamental for developing essential language skills such as reading, listening, speaking, spelling, and pronunciation As linguist Wilkins (1972) noted, while grammar allows for limited communication, vocabulary is crucial for conveying meaning False (2004) observed that his most significant communication failures occurred due to a lack of appropriate vocabulary To build a rich vocabulary, students must not only learn numerous words but also retain them, as effective learning hinges on memory Unlike grammar, which follows a set of rules, vocabulary acquisition involves memorizing individual items For effective communication in a foreign language, students need a sufficient vocabulary and an understanding of proper usage (Tabatabaei & Hossainzadeh Hejazi, 2011) Consequently, teachers should employ diverse vocabulary techniques to enhance learners’ word knowledge, enabling them to express their intended messages across various contexts A key challenge for educators is to help students remember vocabulary effectively, making the selection of memorization methods a critical step in vocabulary learning (Amiryousefi & Ketabi, 2011).
According to Waring (2002), a significant challenge in vocabulary acquisition for second language learners is the rapid forgetting of words learned He explains that while learners may grasp words quickly for immediate comprehension, they often fail to retain them over time Effective retention requires learners to consciously connect words with their meanings Waring emphasizes that our brains are naturally inclined to forget rather than remember, highlighting the need for effective methods and techniques that enable learners to recall vocabulary for extended periods and achieve lasting vocabulary acquisition.
At Le Hong Phong High School, teachers are focused on enhancing students' vocabulary retention, prompting the need for effective strategies in vocabulary acquisition To improve EFL learning outcomes, educators should implement methods that leverage visual input, such as images and videos, which have been shown to significantly aid memory retention compared to traditional auditory approaches like lectures The keyword method exemplifies this visual strategy, making it a powerful tool for helping students remember essential vocabulary items.
The more unusual an image is, the better our brain retains it, as demonstrated by the "Chain system" method This technique involves creating a network of associations among items, facilitating the storage and retrieval of information from memory when needed (Higbee, 2007).
In comparing keyword method to word-list method, Rashidi and Sajjadi
(2010, p.64) reached the conclusion that, "the keyword method facilitates literal recall of new vocabulary definitions at the expense of the ability to use the vocabulary in any different context"
Baleghizadeh and Ashoori (2011) highlight potential attention issues associated with the word-list method, noting that certain words may garner more focus due to their positions in the list However, they emphasize that other learning methods do not exhibit this problem, as they offer greater flexibility in word engagement.
Research suggests that the keyword method may enhance vocabulary retention more effectively than the wordlist method However, it remains unclear if the keyword method consistently outperforms the wordlist method in retaining English vocabulary.
Aims of the study
This study aimed to investigate the impact of using keywords and wordlists on students' ability to memorize word meanings and spellings By comparing these two vocabulary instruction techniques, the researcher sought to determine which method is more effective The findings are anticipated to provide valuable insights for educators in enhancing vocabulary teaching strategies.
Research questions
1 Does keyword or wordlist better facilitates for EFL high students’ retention of word meaning?
2 Which method (keyword or wordlist) better facilitates for EFL high students' retention of word spelling?
Scope of the study
The research examined how the use of keywords and wordlists impacts high school students' ability to memorize word meanings and spellings Only high school participants were included in the study, excluding other age groups.
Organization of the study
The thesis has five chapters:
Chapter 1 is Introduction, which provides a brief introduction, rationale and overview of the study
Chapter 2 - Literature review - presents the literature review, in which the definition and classification of vocabulary, the role of vocabulary in language learning, vocabulary size measurement, vocabulary instruction, keywords and wordlists in vocabulary teaching are also discussed
Chapter 3 – Methodology - continues with the methodology including the research questions, the participants of the study, the methods and procedures of data collection
Chapter 4 - Findings and Discussion - demonstrates the findings accompanied by data analysis and discussion
Chapter 5 - Conclusion - recapitulates the major findings of the study and represents limitations of the study and suggestions for further study
LITERATURE REVIEW
Definition of vocabulary
Certain phrases, such as "good morning" and "at the end of the day," function similarly to single words in everyday language These expressions are often learned and used as complete units, rather than being broken down into their individual components.
The term "vocabulary," derived from the Latin "vocabulum," meaning "name," has been part of the English language since the 16th century According to the Macmillan English Dictionary, vocabulary encompasses all the words within a specific language Various experts offer differing definitions, but generally, vocabulary is recognized as a crucial language component that influences macro skills Neuman and Dwyer (2009) define vocabulary as "the words we must know to communicate effectively," which includes both expressive (speaking) and receptive (listening) vocabulary Furthermore, vocabulary learning is described as an ongoing process of discovering new words in meaningful and comprehensible contexts (Harmon et al., 2009).
Vocabulary, as defined by Webster’s Dictionary (1993), is a collection of words and phrases organized in alphabetical order It serves as a fundamental unit of language that conveys meaning and facilitates communication Vocabulary is dynamic, evolving as society grows more complex, leading to the creation or adoption of new words to articulate human experiences While the exact number of words in the English vocabulary is unknown, it is clear that vocabulary is essential for language proficiency It encompasses a range of lexemes, including single words, compound words, and idioms, significantly influencing learners' abilities to speak, read, listen, and write effectively.
Vocabulary is essential for building language proficiency in learners Mastery of vocabulary aims to enhance students' language skills, relying on both the quality and quantity of words they acquire A richer vocabulary enables students to achieve better language skills According to Harmer (1991, p.158), understanding a word involves grasping its meaning, usage, formation, and grammatical context.
Word meanings are influenced by metaphors and idioms, such as how "hiss" denotes both the sound a snake makes and a threat from a person Additionally, collocations involve words that commonly pair together, like "headache" and "earache." Furthermore, language style and register play a crucial role in determining whether to use formal or informal expressions, as seen in the difference between "hello" (formal) and "hi" (informal).
Word formation plays a crucial role in shaping word meanings within their grammatical contexts By examining the function of prefixes and suffixes, such as "il-" and "un-," we can better understand the distinctions between words like "inexpensive" and "expensive," as well as "illegal" and "legal."
Understanding word grammar involves recognizing how different grammatical patterns, such as nouns, verbs, adjectives, and adverbs, influence word usage Vocabulary acquisition goes beyond simply learning new words; it also requires mastering their correct application in context The meaning of a word is shaped by its contextual usage and its relationship with other words For instance, the term "book" can refer to a reading material, but it may also have various other meanings depending on the context Similarly, while "vegetables" conveys a general idea, "carrot" specifies a particular type within that category.
In vocabulary instruction, educators can utilize various strategies and activities to enhance learning As noted by Hatch and Brown (1995, p.401), teaching strategies encompass all actions taken by teachers to facilitate student learning The choice of strategy is influenced by factors such as available time and the specific content being taught.
Effective vocabulary teaching strategies can be categorized into planned and unplanned approaches Unplanned strategies involve spontaneous teacher reactions aimed at assisting learners as needs arise, often utilizing Seal's (1991) three C’s method: conveying meaning, checking understanding through questions, and consolidating knowledge by relating it to context or personal experiences In contrast, planned vocabulary teaching is a deliberate and structured process that includes introducing new words, encouraging practice, and evaluating learners' vocabulary acquisition Hammer (1991) emphasizes that vocabulary instruction goes beyond merely presenting new terms; it also addresses the necessity for learners to have a foundational vocabulary for effective interaction and discovery techniques This highlights the importance of memorization and recall of previously learned vocabulary, particularly for beginners who may struggle without a sufficient lexical base.
Vocabulary encompasses the total number of words required for effective communication and expressing thoughts Therefore, enhancing one's vocabulary is essential for clearer and more impactful expression.
Classification of vocabulary
Vocabulary can be classified in various ways basing on different criteria
According to Nation (2001), vocabulary is divided into two categories: receptive and productive Receptive vocabulary consists of words understood by both native speakers and foreign learners, but rarely used actively, functioning passively in listening and reading contexts In contrast, productive vocabulary is actively used in speaking and writing Typically, an individual's listening vocabulary exceeds their speaking vocabulary, while their reading vocabulary is larger than their writing vocabulary Thus, vocabulary can be effectively categorized into four units: reading, listening, speaking, and writing.
Listening vocabulary encompasses the words we hear and comprehend, while speaking vocabulary includes the words we actively use in conversation The size of a person's listening vocabulary is influenced by context and tone, and speaking vocabulary often sees unintentional misuse, which can be mitigated by non-verbal cues like facial expressions and gestures Reading vocabulary, the largest of the four types, consists of words we understand when reading, even if we don't use them in speech A strong reading vocabulary is crucial for reading comprehension and academic success, as it enables students to grasp meanings and apply strategies for understanding new words Writing vocabulary, on the other hand, involves the words we can effectively retrieve for written expression, often requiring more effort than oral communication due to the need for precise word choice and spelling.
There are three common ways of classifying vocabulary
2.2.1 According to the concept of morpheme
Classifying words according to morpheme structure, there are three kinds of words: Simple words, Complex words and Compound words
A simple word consists of a single morpheme, such as "house," "I," "the," "off," and "pen." In contrast, a complex word contains a root and at least one affix, exemplified by words like "teacher," "dislike," "disappearance," and "careless." Additionally, a compound word is formed by combining two roots, as seen in terms like "ashtray," "mailbox," and "lazybones."
Words can be categorized into two types: lexical meaning and grammatical meaning According to Read (2000), vocabulary comprises notional words and functional words Notional words, which carry lexical meanings, constitute a significant portion of a speaker's vocabulary, naming objects, actions, and qualities, and include nouns, verbs, adjectives, and adverbs In contrast, functional words possess grammatical meanings and derive their significance from their relationships with other words; examples include particles, articles, and prepositions.
2.2.3 According to the use of word
Vocabulary is typically categorized into two types: active and passive Active vocabulary consists of words that learners can effectively use in speaking and writing, often referred to as productive vocabulary This type includes words that students have been taught and are expected to apply In contrast, passive vocabulary encompasses words that students can recognize but may struggle to pronounce or use correctly To effectively utilize active vocabulary, learners must master pronunciation, grammar, collocations, and the connotative meanings of words This vocabulary is essential for developing strong speaking and writing skills.
Passive vocabulary, also known as receptive vocabulary, encompasses the language items that individuals can recognize and understand while reading or listening This type of vocabulary consists of the words that people comprehend during these activities, highlighting the importance of comprehension in language acquisition.
The role of vocabulary in language learning
Vocabulary is fundamental to language learning, especially for second language (L2) learners, as it enables them to derive meaning from context more effectively than syntactic knowledge Consequently, vocabulary instruction should take precedence over grammar instruction in foreign language education Researchers emphasize that vocabulary is a crucial component of foreign language acquisition, necessitating its inclusion in curricula Many learners view second language acquisition as inherently tied to vocabulary learning, often spending significant time memorizing L2 word lists and utilizing bilingual dictionaries for communication As a result, language educators and applied linguists recognize the vital role of vocabulary learning and are actively seeking more effective methods to enhance it.
Teachers play a crucial role in enhancing students' vocabulary, which is vital both in and out of the classroom Students who excel academically often have a robust vocabulary; however, vocabulary instruction has not adequately addressed this need Many educators have yet to fully appreciate the significance of fostering extensive vocabulary development in their students Recently, there has been a significant shift in English teaching methodologies, moving away from the Direct Method to more effective approaches that prioritize vocabulary growth.
The evolution from Audio Lingualism to the Communicative Approach highlights the significance of vocabulary in language teaching, emphasizing diverse vocabulary exposure and speaking activities Recognizing vocabulary's crucial role, assessing it has become essential in modern English classes, which now offer more flexibility in teaching methods The English syllabus is structured around vocabulary and grammar, with specific class time dedicated to each component, allowing teachers to focus on vocabulary instruction As educators increasingly prioritize vocabulary, they also pay attention to word grammar, collocations, and frequency Despite these advancements, students continue to struggle with fluent expression and often find speaking tasks challenging.
Effective communication for non-native English speakers hinges on a strong vocabulary foundation A robust vocabulary enables learners to comprehend others and convey their thoughts clearly Conversely, limited vocabulary poses significant challenges in understanding and being understood Therefore, mastering vocabulary is essential for all English learners to succeed.
Vocabulary mastery
Vocabulary is one of the language aspects which need learning
Mastering vocabulary is essential for effectively expressing our ideas and comprehending others' messages A robust vocabulary enhances all facets of communication, including listening, speaking, reading, and writing.
To effectively learn vocabulary, it is essential for learners to understand the meanings of words and apply them in sentences Teachers play a crucial role in this process by implementing strategies that support students in mastering vocabulary.
- Aspects of meaning (Denotation, connotation, appropriateness and meaning relationship),
The teacher introduces the meaning and form of lexical items, which can be presented in any sequence Lexical meanings can be conveyed through verbal or non-verbal methods, with the most common presentation techniques including various approaches.
Connecting an L2 item to its L1 equivalent is a crucial teaching strategy for checking comprehension and highlighting similarities or differences that may lead to errors, such as false pairs or sociolinguistic nuances Definitions of words can vary, including synonyms, antonyms, and examples, and should be clear and simple to aid long-term retention Presenting vocabulary in context allows learners to infer meanings from cumulative sentences, while directly associating words with real objects or visual aids is effective for beginners This method enhances memory through dual encoding, combining linguistic and visual information Actively involving learners in discovering meanings—whether through word parts, elicitation, or personalization—further strengthens their understanding and retention of vocabulary.
To effectively connect meaning and form, learners must be encouraged to focus on both the orthographic and phonological aspects of words Various methods can be employed to present these forms effectively.
The oral drill involves the teacher pronouncing a word multiple times for learners to listen, followed by choral or individual repetition by the students Afterward, learners practice pronouncing the word quietly to themselves The process includes phonetic transcription and highlighting the stressed syllable, along with presenting the word graphically by writing it on the board or emphasizing it in the text Additionally, students are encouraged to attempt spelling the word correctly.
Cross (1991) states that the procedure of teaching vocabulary can be divided into three stages:
In the presentation stage, educators should utilize a range of recommended techniques while being mindful of their selection to enhance teaching effectiveness.
In the second stage of learning, students engage in various exercises to practice the concepts being taught These activities include completing tasks, matching items, and classifying words, among others Teachers can implement a wide range of exercise types during this phase to enhance student understanding and retention.
- Production In this stage the teacher hope his students to apply the newly learn vocabulary through the speaking activities or writing activities
In conclusion, when teaching a new English word teacher should provide his learners with its pronunciation, spelling, meaning, collocation as well as aspect of meaning (Ur, 1996)
Each English word has its spelling, pronunciation and grammatical function
Vocabulary, phonetics, and grammar are interconnected, making the teaching of pronunciation crucial from the outset of language learning Correct pronunciation encompasses more than just individual sounds; it includes aspects like word stress, sentence stress, intonation, and word linking, all of which significantly affect spoken English Teaching English to Vietnamese learners poses unique challenges due to the stark differences in sound systems and intonation patterns between the two languages Vietnamese features a complex vowel system with six tones, which allows for a wide range of sounds without the need for final consonant emphasis or consonant clusters In contrast, English frequently employs consonant clusters, making it essential for teachers to familiarize students with articulators, assist them in writing accurate word transcriptions, and provide ample opportunities for pronunciation practice.
To effectively learn a new word, students must be instructed on its grammatical functions, including its form changes in different contexts, as well as its regular and irregular variations, and its singular and plural forms This comprehensive understanding enables learners to use the word accurately in their communication For instance, when teaching the verb, it is essential to cover these grammatical aspects to ensure proper usage.
Understanding word formation is essential in language learning, as it involves recognizing how words are written and spoken, along with their various forms For example, the verb "buy" has an irregular past form, "bought," while the noun "child" changes to its plural form "children." Teachers should emphasize these transformations to enhance students' grasp of language structure.
Collocation refers to the habitual combination of words in a specific language, highlighting the restrictions on how words can be used together in appropriate contexts Understanding collocation is essential for effective language learning and teaching, as it provides valuable insights into word usage and enhances communication skills.
Collocation also enables learners to identify multi word items and further justifies their treatments as single items of the vocabulary Therefore, collocation can provide a useful framework for revising items
The meaning of a word encompasses denotation, connotation, appropriateness, and meaning relationships Denotation refers to what a word signifies in the real world, which can be found in a dictionary; for example, "cat" denotes a common domestic carnivorous mammal In contrast, connotation involves the associations and emotional responses—both positive and negative—that a word can evoke in various contexts.
Vocabulary instruction
2.5.1 Techniques to teach English vocabulary as a foreign language
Vocabulary is the most required skill when learning a foreign language It is on vocabulary that all the other skills, reading, writing, speaking, and listening are based and developed
Six steps of teaching vocabulary:
Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery)
Step two: Students restate or explain the new word in their own words (verbally and/or in writing)
Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation)
Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, and write their own analogies and metaphors)
Step five: Students discuss the new word (pair-share, elbow partners)
Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, and Telephone)
Teaching vocabulary is crucial for language acquisition, especially in English Various techniques have been developed to assist learners in effectively memorizing words and to simplify the learning process for teachers One key method is repetition, which helps retain words in memory when practiced at regular intervals However, effective vocabulary learning also requires understanding the meanings of words and connecting them with previously learned vocabulary.
An effective technique for vocabulary retention involves actively using newly learned words Teachers play a crucial role in this process by praising students for using new vocabulary and creating engaging, vocabulary-focused activities and games in the classroom Additionally, it is important for students to be encouraged to practice these words at home to ensure they are committed to long-term memory.
Practicing vocabulary is closely linked to its application in students' real-life experiences Learners can effectively acquire new words by associating them with daily events For example, when introduced to a vocabulary list related to "travelling," students can enhance their memorization by envisioning a scenario like "going to Italy" and incorporating all the relevant words into that context This engaging approach can be implemented both in the classroom and at home, leading to enjoyable learning experiences and positive outcomes.
Imaging is a powerful technique for teaching and learning vocabulary, as students can better remember new words by associating them with visual representations For instance, linking the term "travel agency" to an image of the specific building where travel inquiries are made enhances retention Therefore, encouraging students to visualize vocabulary is crucial, as it aids in the learning process and promotes long-term memory retention of the words.
To enhance students' English vocabulary, teachers should employ various techniques that motivate learners Building a rich vocabulary requires not only learning numerous words but also retaining them effectively Several authors have outlined effective vocabulary teaching methods that can be utilized in the classroom.
Utilizing real objects and visual aids in the classroom enhances vocabulary retention, as our memory for images and tangible items is highly effective (Takac, 2008) This approach, known as realia, involves incorporating actual objects like handbags or apples to create memorable associations with new words By presenting new vocabulary alongside these visual cues, learners can more easily visualize and remember the meanings of the words.
Flashcards are invaluable tools in language teaching due to their versatility These cards feature two sides: one displays a word while the other showcases a corresponding image, enhancing the learning experience.
Using techniques like action, gesture, and mime effectively explains actions and grammar concepts, such as kicking, running, and walking These methods are particularly enjoyable for children who thrive on acting and movement in the classroom.
Some words are easily understood by comparing them to their opposites, such as "short" versus "long." However, not all words have clear antonyms, particularly gradable terms For instance, while "white" can be contrasted with "black," there is no direct opposite for "grey." Despite this challenge, contrasting words remains an effective method for enhancing vocabulary.
Many words can be introduced through mime, expressions, and gestures For example, adjectives: "sad”," happy"; mime and putting a hat on your head to teach a hat and so on
Teaching gestures not only enhance comprehension but also support learners' memory processes in acquiring a second language Many educators report that incorporating gestures as a teaching strategy aids students in memorizing vocabulary more effectively Actions and gestures, such as jogging or scratching, serve as valuable tools for illustrating grammar concepts and vocabulary Teachers have observed that learners can more easily recall words when gestures are used in conjunction with the associated lexical items during lessons.
Incidental reading is a key method for vocabulary acquisition, as students often learn new words through context by connecting them to the surrounding text This approach helps learners tackle unfamiliar vocabulary effectively When teaching vocabulary, educators must consider relevant techniques tailored to each specific word.
Here are some techniques for enhancing students ‘awareness of the importance of context clues:
Model basic strategies for using context clues when reading text
Provide explanations of how, when, and why to use context to figure out word meanings
Provide guided practice in using context
Remind students to apply the skill when reading on their own
Objects can be illustrated on a blackboard or on reusable flashcards, which, when made with durable materials and laminated, can be utilized multiple times in various contexts These flashcards assist young learners in grasping and reinforcing key concepts taught in the classroom.
Pictures play a crucial role in connecting students' prior knowledge to new stories and facilitating vocabulary acquisition By using illustrations, educators can introduce a wide range of vocabulary, making the meanings of unfamiliar words clearer Various visual aids such as posters, flashcards, wall charts, magazine images, board drawings, stick figures, and photographs should be utilized frequently in the classroom These visuals can come from diverse sources, including teacher-created materials, colorful sets designed for educational purposes, and cutouts from newspapers and magazines Many contemporary vocabulary and course books are rich with appealing images that illustrate the meanings of fundamental words Teachers can leverage school-provided resources or create their own visual aids to enhance learning Overall, visual support significantly aids comprehension and helps students retain new vocabulary more effectively.
An enumeration is a complete and ordered collection of items that aids in conveying meaning, especially when visual explanations are challenging For instance, the term "clothes" can be clarified by listing specific items such as shirts, skirts, and trousers, thereby enhancing understanding of the word.
Guessing from context as the way to infer the meaning of an expression using contextual clues and deal with unfamiliar vocabulary in unedited selections
To effectively activate guessing in written or spoken texts, four essential elements must be present: the reader, the text, unknown words, and contextual clues, along with some prior knowledge about guessing The lack of any of these components can hinder a learner's ability to make educated guesses This technique not only encourages learners to take risks by attempting to deduce the meanings of unfamiliar words but also helps build their self-confidence, enabling them to independently decipher word meanings in the future.
This technique is more motivating and memorable by simply giving pupils a list of words to learn
Keywords in vocabulary teaching
Memory is crucial for learning a new language, and the effectiveness of a learner often hinges on their memory capabilities The keyword method is a valuable technique for teaching vocabulary in a second language, involving two key stages: first, establishing an acoustic similarity between a new word and a familiar keyword, and second, creating an imaginative link that connects both words For those with extra time or a focus on key terms, mnemonic devices or word associations can be developed While these strategies may require more time to implement and recall, they foster unique connections that enhance retention.
2.6.1 Keywords in foreign language teaching
The keyword method, introduced by Atkinson and his colleagues in 1975, is an effective mnemonic strategy for teaching vocabulary that enhances memory through the creation of memorable mental images By linking unfamiliar foreign words to familiar native words that sound similar, learners can form a single associative image that aids recall This process involves two stages: first, recalling the native word, and second, accessing the linked image to name the object associated with it The keyword method is an excellent tool for presenting, practicing, and recycling vocabulary Once students become accustomed to these activities, they can use them in small groups or create mini flashcards to practice at home with family members.
Research indicates that our brains more effectively encode information into short and long-term memory through visual inputs, such as images and videos, compared to auditory inputs like lectures This highlights the effectiveness of the keyword method, which relies on visual associations Interestingly, the more unusual the image, the stronger the memory retention The keyword method, a well-known mnemonic strategy, was originally designed to aid in learning a second language's vocabulary It involves three key stages: recording, relating, and retrieving In this method, the teacher selects a concrete keyword that sounds similar to the vocabulary term, enabling students to easily visualize and remember the new word.
Eg: Vocabulary word ‘scow’ Its definition is a large flat-bottomed boat with broad square ends used chiefly for transporting sand, gravel, or refuse Keyword
To enhance memory retention, teachers should connect keywords with new information, often utilizing images that depict this interaction This crucial relationship between the keyword and the information aids students in creating a retrieval path, facilitating easier recall of the material.
Students must learn to effectively retrieve information when needed, which often requires teachers to guide them through a structured retrieval path For example, when encountering the word "scow," students can associate it with the keyword "cow" and visualize a cow sitting in a boat filled with sand This mental image reinforces the definition of "scow" as a large flat-bottomed boat primarily used for transporting sand, gravel, or refuse.
Effective memory retention is closely tied to the quality of the learning process, rather than the specific method used, such as keyword mnemonics or rote repetition Regardless of the technique, consistent rehearsal of the information is essential for solidifying knowledge For example, a student learning a new word must actively engage with it to enhance their recall ability.
To effectively remember new vocabulary, such as "delicious," students can associate it with the word "delete," which sounds similar By identifying a keyword that relates to the new term and using visual imagery or familiar phrases, educators can enhance retention For instance, when teaching the term "rain day," referring to a specific frog family, the keyword "rain" can be reinforced by showing a picture of frogs dancing in the rain This visual connection helps solidify the definition in students' minds.
School teachers utilize diverse stimuli, including PowerPoint presentations, props, music, experiments, and videos, to actively engage students and enhance information retention Additionally, employing the keywords method allows teachers to minimize talking time, fostering a more interactive learning environment.
Based on the explanations above, it can be concluded that keywords have many advantages in teaching learning process Keywords have a great power in motivating and stimulating the students
2.6.3 Activities that can be done with keywords
Konopak and Williams (1988) described how to use the Keyword method in the classroom employing the following steps:
Teachers should identify specific minerals to teach and their applications Each mineral should be paired with a relevant keyword, followed by the creation of a visual representation of the keyword in relation to its primary use While actual illustrations are ideal for conveying this image, a detailed description can also effectively help students visualize the concept.
Students will learn a study method to memorize the names and uses of minerals, starting with the example of amber, a mineral primarily used in home decor To illustrate the keyword method, they will associate the word "amber" with "hamburger," which sounds similar A visual aid will depict a hamburger on a chair in a living room, reinforcing the connection that amber (hamburger) is a mineral found in the home This method will be demonstrated with additional examples until students grasp the concept effectively.
Distribute a brief passage about rhodamine, a mineral commonly used in households, along with an illustration depicting a road passing through a living room The illustration should include captions featuring the target word "rhodamine" and the keyword "road." Students are instructed to read the passage and analyze the image to reinforce their memory of rhodamine and its applications A discussion should follow, focusing on how the picture aids in recalling the information presented.
Divide students into small groups of three or four to explore information about minerals Supply them with relevant keywords and encourage them to create their own mnemonic images based on previously provided examples Finally, have each group share their creations with the entire class.
To effectively transition from teacher-led keywords and illustrations to student-generated mnemonics, it is essential to provide additional textual information about minerals without offering specific keywords Students should read this material and create their own mnemonics to enhance recall Reminding them of the effectiveness of this study technique is crucial, along with offering encouragement and constructive feedback as they develop their visual representations Sharing these mnemonics with the entire class will facilitate valuable feedback and collaborative learning.
To enhance the effectiveness of the keyword method, educators should encourage students to apply this technique across various subjects It may be beneficial for teachers and peers to provide prompts until students fully grasp and master the method.
Keywords can be used to introduce or review the vocabulary Keywords can be done with many different activities, such as:
In an engaging classroom activity, the teacher displays pictures on the board and encourages students to repeat the associated words Afterward, students close their eyes while the teacher discreetly removes a key word from the board The challenge for the students is to recall and rewrite the missing words, reinforcing their vocabulary retention and recall skills.
- MATCHING: Write seven words in the article Students have to find the words in the article that match their meanings in the pictures
- PASS: Have students sit in a circle Teacher holds up a keyword or object that sounds similar to the vocabulary word or term the student must learn and says its name
Wordlists in vocabulary teaching
Using word cards and handheld devices offers significant psychological benefits for learning vocabulary compared to traditional word lists Teachers can effectively introduce new terms and reinforce vocabulary during lessons with these interactive tools.
2.7.1 Wordlists in foreign language teaching
List learning is a traditional vocabulary acquisition method where learners create a wordlist containing the target language (L2) words alongside their meanings This strategy can be developed by both teachers and students; however, it often results in learning words in isolation, focusing primarily on repetition and memorization rather than fostering meaningful understanding.
A word list is a valuable tool for students, allowing them to write L2 vocabulary alongside their L1 translations (Baleghizadeh & Ashoori, 2011) This traditional vocabulary learning strategy emphasizes the importance of word form, as learners focus more intently on the structure of foreign-language words while creating their lists.
The wordlist technique, which involves students writing L2 words alongside their L1 definitions, is based on the premise that minimal context is needed for vocabulary acquisition and that rote memorization can be effective (Oxford, 1990) Advocates like Nation (1995) argue this method is among the most efficient for learning L2 vocabulary However, some experts contend that understanding words requires exposure to meaningful contexts Effective strategies involve learners making connections between prior knowledge and new vocabulary Despite extensive research on vocabulary learning, Griffin and Harley (1996) note a lack of focus on list learning, which remains popular among learners Teachers have explored how many repetitions are necessary for mastering word pairs, revealing that studying words in lists and sentences leads to better retention compared to traditional texts.
2.7.3 Activities that can be done with wordlists
Like activities in keywords Here are some activities that can be done with wordlists:
- FLASH: this activity can be used to introduce or review the vocabulary Teacher gets students’ attention then shows them the words very fast
- APPEARANCE: teacher shows the words to the learners slowly and gradually
In an engaging classroom activity, the teacher displays at least six words on the board and encourages the class to repeat them aloud After ensuring everyone is familiar with the vocabulary, the teacher instructs the students to close their eyes While their eyes are shut, the teacher discreetly removes one word from the board and hides it, creating an interactive learning experience that enhances memory and recall skills.
- LIP READING: teacher sticks the words on the board Teacher whisper a word with her lips then students guess the word
- MATCHING: Teacher writes the words in column A and their meanings in column B Students match the words with their meanings
In Kim's Game, the teacher displays a list of words on the board for one minute, allowing students to observe them closely After this brief viewing period, the teacher removes the words, and students must recall and write down as many words as they can remember This engaging memory exercise enhances students' recall abilities and reinforces their vocabulary skills.