Abo Lama
09-10-2007, 08:05 AM
By: Edwin S. Ellis (2002)
When you think of vocabulary, there is a good chance that you think of long lists of words from social studies or science textbooks, spelling word lists, or even the humongous lists of terms to study for college entrance exams. Zillions of flash cards also may come to mind. No doubt you share the common childhood experience of having to "go look up the words in a dictionary, write the definition, and then write a sentence using the term" -- but how much of that vocabulary do you remember now? Do you remember how you could rote copy the definition of a term as part of a homework assignment, but have no real idea what the definition meant and still get an 'A' on the assignment?
Perhaps the least effective way to study vocabulary is the "look and remember" technique. Here, students typically stare at the term and definition, apparently trying to activate photographic memory they wish they had. Another common study technique is 'rote verbal rehearsal' -- saying the word over and over again, usually in the exact language and format from which the definition originally came.
Ross Perot, with his unique use of the English language, said it best -- "That dog don't hunt!" In other words, many of the traditional techniques teachers and students use to learn vocabulary does not work because most students, not just those with learning problems, rarely remember the meanings of new terms beyond the test. This raises a very disconcerting question: If students don't remember the definitions of new terms after the test, why bother requiring them to memorize these definitions in the first place since it seems to be a waste of time?
We know from research that new terms must be defined using language and examples which are already familiar to students, and that the more ideas from background knowledge with which the student can associate the new term, the more likely it will become well 'networked' and permanent part of memory. There are a variety of tactics and strategies that can be mediated by the teacher to help students understand and remember new terms as well as the significance of important names, events, places, or processes. All of these tactics involve facilitating elaboration in various ways.
to read more about this topic, please
click here (http://www.ldonline.org/article/5759)
best regards
When you think of vocabulary, there is a good chance that you think of long lists of words from social studies or science textbooks, spelling word lists, or even the humongous lists of terms to study for college entrance exams. Zillions of flash cards also may come to mind. No doubt you share the common childhood experience of having to "go look up the words in a dictionary, write the definition, and then write a sentence using the term" -- but how much of that vocabulary do you remember now? Do you remember how you could rote copy the definition of a term as part of a homework assignment, but have no real idea what the definition meant and still get an 'A' on the assignment?
Perhaps the least effective way to study vocabulary is the "look and remember" technique. Here, students typically stare at the term and definition, apparently trying to activate photographic memory they wish they had. Another common study technique is 'rote verbal rehearsal' -- saying the word over and over again, usually in the exact language and format from which the definition originally came.
Ross Perot, with his unique use of the English language, said it best -- "That dog don't hunt!" In other words, many of the traditional techniques teachers and students use to learn vocabulary does not work because most students, not just those with learning problems, rarely remember the meanings of new terms beyond the test. This raises a very disconcerting question: If students don't remember the definitions of new terms after the test, why bother requiring them to memorize these definitions in the first place since it seems to be a waste of time?
We know from research that new terms must be defined using language and examples which are already familiar to students, and that the more ideas from background knowledge with which the student can associate the new term, the more likely it will become well 'networked' and permanent part of memory. There are a variety of tactics and strategies that can be mediated by the teacher to help students understand and remember new terms as well as the significance of important names, events, places, or processes. All of these tactics involve facilitating elaboration in various ways.
to read more about this topic, please
click here (http://www.ldonline.org/article/5759)
best regards