It is incredible how we learn a language and sometimes we don't realize about all the strategies, and processes that we follow for getting that language, in addition many time we ask our students to get involved in some activities that we already used for learning something but we don't know that all these strategies and activities have a theory and a support.
As it is mentioned in this chapter, there are some useful strategies for learning Vocabulary, such as COGNITIVE, KEYWORD, INFERENCING, AND METACOGNITIVE STRATEGIES, in this last one Metacognitive we use some important activities like: Consciously collecting words from authentic contexts, making word cards, categorizing words into list, and many other.
I confess I have used these strategies in personal learning and in my classes an others like the Vocabulary notebook, as Hedge mentioned, but I added to the vocabulary pictures of it, for making easier to remember the words by doing association, other strategy was to label some things that were in my visual range.
I invite you, my dear M.A in Languages Teaching Partners to share the strategies and activities that you use to learn and to teach vocabulary!
When I started learning English, I remember having my English-spanish dictionary all the time at home, especially when I was watching TV and I would try to find a word on the English version only based on what I was listening to.I also used to do lists of words, and translation.
ResponderEliminarIn French, I used to do lists of words, but...without acces to things in French, it was hard to hear those words being used. So they're gone.
In teaching... when I worked with kids, I used to use images, but I don't really know how effective they were.
I like the strategy of the images with the kids I have used too. And I really admire your disciple and effort for looking up in the dictionary every word you listened!
ResponderEliminarThank you Mariana
ResponderEliminarWell, I didn't really look every word up on the dictionary. Just some.
Yeah, I also used images with children, but it seemed to me that they enjoyed more when I made drawings on the board, instead of bringing already-made imagaes. They would say I was good at drawing (...kids). Since the drawings were made in front of them and were quite simple, they were able to make them themselves on their notebooks. That's what I did to teach some things in my student-teaching semester. I don't know, but I think it worked.
I invite you to read my post about vocabulary: http://ajourneyinlinguistics.blogspot.com/2013/03/my-strategies-for-vocabulary-learning.html