SEARCHING FOR EFFECTIVE METHODS OF VOCABULARY LEARNING
2018
Konul Taghıyeva, Ulviya Aliyeva, Sevinj Mahmudova
Most receptive vocabulary tests require the learners to recognize the meanings of given words. In order to produce words adequately, more knowledge is required than this basic form–meaning mapping. No wonder, then, that both researchers and language teachers have been searching for effective methods to facilitate the acquisition of thousands of words that are necessary to narrow the gap between the vocabulary learners know and the vocabulary they need. Just a few examples of learning methods that have been investigated are exposure to new words in extensive reading, exposure to words in shorter texts manipulated so as to ensure multiple encounters with the words, using new words in communicative activities, working with words in decontextualized exercises, and deliberately committing words to memory (e.g. by using word cards for expanded retrieval practice). Because of practical constraints, most vocabulary studies have investigated how a small number of target words can be learnt during a short period of treatment, a lesson or several lessons. Longitudinal studies that investigate the acquisition of a large number of words will be an important addition to the growing amount of vocabulary research on input, instruction and involvement.
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