What are the challenges in using memory strategies to learn vocabulary? by Alexandra Høle.
Introduction.
"Building up a useful vocabulary is central to the learning of a foreign language at primary level." (Cameron, 2001, p. 72). Since I agree with Cameron, I have chosen to write about learning strategies, and memory strategies specifically, in relation to vocabulary learning. My own experience and belief is that young learners would benefit from being more aware of which strategies are available to them in order to learn new vocabulary more efficiently. O'Malley (in Brewster, 2002, p. 55) states that "students without metacognitive approaches are essentially learners without direction and ability to review their progress". Awareness of their own learning processes are necessary for any learner to be successful, no matter which strategies are used. So even though I will be discussing memory strategies, there is always a need for metacognitive thinking (Schmitt, 2000, p. 136). Ok but I think maybe you need to switch this around so that you start with Metacog and then go down to Memory. However if you use current organization of strategies then memory comes into Cognitive strategies see Rebecca Oxfords work so maybe it would be better to mention the different categories and then go in depth into the one you are going to use.
Organization of the assignment.
I will now have a deeper look into which challenges are found when using memory strategies to learn vocabulary. Firstly I will define what I mean when I use the term learning strategies and memory strategies in specific. I will also look at what learning a new word means. Then I will go on to present the different challenges connected to the use and teaching of memory strategi...
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... chatty but you are definitely improving. Becareful with adverb endings and use of the passive voice. Also when you are quoting authors use only their surname in the text… their full name comes in the reference list.
Hope this helps – good luck
D
Works Cited
Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher´s Guide. Essex: Pearson Education Limited.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Nation, I. S. P. (2001) Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Oxford, R. (1990) What Every Teacher Should Know. New York: Newbury House.
Richards, J.C., & Lockhart, C. (1996). Reflective teaching in second language classrooms. New York: Cambridge University Press.
Schmitt, N. (2000) Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Altogether this study has helped us learn more about the brain and memory. Learning is measured thorough when a student can reiterate the right answer to a question. In this study, students in one conditions learned forging language vocabulary words in standard example of recurrent study exam trials. In three other conditions, once a student had correctly formed the language item, it was constantly studied but dropped from further testing. Repeatedly tested but dropped from the further study or just dropped from both the study and also the test. The results reveal the critical part of retrieval practice in combining education and shows that even college students seem naive of the fact.
Memory can be defined as the mental system for receiving, encoding, storing, organising, altering and retrieving information (Coon & Mitterer, 2012). Many a time one is able to remember something, example how to drive a car, yet they are unable to remember a mathematical formula for an examination. People vary in their ability to remember certain things, and research conducted has proven that even infants differ in their memory abilities (Fagan & Singer, 1963). It was discovered by psychologists that memory is not static, but rather it is influenced by ones internal factors and situational happenings to a large effect (Huffman, Vernoy & Vernoy, 1997). This essay will attempt to discover which method of study is most suitable, by listing and explaining various memory strategies, as well as indicating how each method will improve memory efficiency. The process of memory is made up of three operations. The first being Encoding, this is the conversion of information into a form which enables it to be retained in memory (Coon & Mitterer, 2012). The second operation is called Storage, this is the keeping of information until it is later needed. The third and final operation is known as Retrieval, and this is the recovering of information from Storage (Hoeksema, Fredrickson, Loftus & Wagenaar, 2009). These formerly mentioned operations each represent a stage in the process of memory (Sternberg & Sternberg, 2012).
Vocabulary knowledge is highly correlated with reading comprehension and general academic success. Oxford Dictionaries defines vocabulary as “the body of words used in a particular language” (Oxford Dictionaries, 2013, para. 1). Vocabulary knowledge can be demonstrated in two ways: receptively or expressively. Knowledge of the words we see and hear would be described as the individual’s receptive vocabulary. Expressive vocabulary consists of the words that are used to convey information, by either writing or speaking. Typically, receptive vocabulary is larger than expressive vocabulary. Although individuals may understand the general idea of a word in their receptive vocabulary, they might lack the knowledge of the true definition that would be needed in order to use the word in their expressive vocabulary (Kamil & Hiebert, in press). Vocabulary development is important for a variety of reasons.
(c) Learners’ cognitive strategies employed in learning, memorization and comprehension. Different cognitive strategies such as practicing, illustrating
Pickett, Nell Ann, Ann A. Laster, and Katherine E. Staples. Teaching English: Writing, Reading and Speaking. 8th Ed. New York: Addison Wesley Longman, 2001.
In order to enhance their vocabulary, to improve their comprehension of the text, students much first have background knowledge of basic definitions that will help them connect and build new vocabulary with former vocabulary. The students must also have the ability to look at the context of an unfamiliar word and be able to decipher the meaning based on the words or phrases that surround it. The foundational skills of accomplishing this is through studying early fundamental vocabulary words and then connecting new words with priorly known words of similar meaning. (Center for Research on Education, n.d.)
This essay aims to discuss how one can develop effective study skills through various techniques used in the encoding, storage and retrieval stages of the memory. The essay will first provide an insight as to how the memory functions. Secondly it will discuss the following techniques: elaborative rehearsal, mnemonics and retrieval methods and also providing evidence from researches done. Lastly it will discuss the following techniques; state dependant learning and interference as to how one can avoid any retrieval failures.
In this study, 13 people have answered “No,” when they were asked if they used any specific memory strategies. There was 10 people that has used the recall and recite method to memorize things, 8 people used word association to try relate materials to something their familiar with. Also, there were 7 people that wrote information down in order to rehearse it, while 5 people used flashcards to go over their material. There are 3 groups of 2 people that used color coding, reading things out loud and making a note to remember things. On the contrary, there are 5 groups of memory strategies that a person
Robinson, E. T. (1997, March 1). Applying the Theory of Reflective Practice to the Learner and the Teacher: Perspective of a Graduate Student. 12.
Mnemonic techniques have been successful in improving memory recall with younger and older generations of people (Wood & Pratt, 1987). Mnemonics have been successful in helping students learn statistics and memorise material (Stalder& Olson, 2013, Larwin, Larwin & Gorman, 2012). Anjomafrouz and Tajalli (2012) looked at whether the use of mnemonic was effective on classroom environments in Iran by studying both adolescent learners and adult learners. The study focused on vocabulary recall of new English words. Both the adolescent and adult group were divided...
The stages of language knowledge develop by stages, and it is suggested, each successive stage approach more approximates the grammar of the adult usage.
Is there an effect on using mnemonic memory or note organization on learning and memorizing medical terminology for high school students in Arabic schools who are transferring to English speaking Medical schools? The question rises from the fact that many students come to medical schools without learning the correct English terminology for certain classes. Hence it is important for them to be able to learn these medical terms. The previous articles do not highlight the importance of scientific terms as they only focus on common English vocabulary words. Furthermore, they do not use the mnemonic devices of note organization, as this is more applicable to my experiment in learning scientific vocabulary. The experiment will target those students who are entering the first year of their university similar to the experiment of Fatima Azimi Amoli and Alireza Karbalaei. The students will be split into two groups. One group will focus on using memory devices in order to develop their scientific vocabulary while the other group will use the note organization device to aid their scientific vocabulary. An exam will be given after a few weeks to analyze which mnemonic device was better for the students. It will create a better understanding of which device can actually aid students in order to ease their transition into medical school. The hypothesis in this experiment will be that students using note
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
The intention of reflective practice is to help the teacher/learning coach evolve and develop the quality of their teaching by the continuation of personal development. Although most teachers have done this for years, reflective modelling or methods have formulized a structure which can be followed and adapted to best suit their methods. It is an ongoing process which takes feelings and emotions into consideration and so it will not always have a definitive answer/ending. Since most models of reflection require subjective and objective thinking then there is a willingness to be honest to engage constant self appraisal. It asks that the teacher become flexible analytical and socially aware when addressing their chosen model of reflection.
In this essay I will explain how thinking can be organised by using mental images, concepts and schemas in helping improve memory skills. I will look at three different ways of thinking and explain different experiments which support the evidence showing how memory can be improved by using these three different techniques.