Transcript The Influence of the Direct Teaching of Vocabulary Learning

Susanne Steguweit B.A.
Background to the Study
 1) Vocabulary learning strategies
◦
◦
◦
◦

Rote learning
Building word networks
Imagery
The Keyword Method
2) Direct vs. embedded strategy training
The Study

3) Research questions

4) Participants

5) Method

6) Results



Strategies are “specific ‘attacks’ that we make on
a given problem, and that vary considerably
within an individual” (Brown 2007: 132)
vocabulary learning strategies are “specific
strategies utilized in the isolated task of learning
vocabulary in the target language” (Takac 2008:
52)
Many vocabulary learning strategies have been
identified (58 in a taxonomy compiled by
Schmitt)



Mechanical way of learning
Includes various strategies
Repetition of target language items silently or
aloud
◦ Writing down the items
◦ Lists
◦ Cover one side of the list and use the other side as
prompts
Common strategies
 Success is debateable
 Useful strategy if not uses as the single,
exclusive strategy



Also called
“semantic mapping”
(e.g. by Schmitt and
Oxford)
TL word is written
down and connected
to other key
concepts and words
 mind-map


An image of a
word’s meaning is
created and
memorized
Drawing the images
can be very helpful
 they become
more concrete and
easier to remember



Relies on visual and
verbal cues
Two steps:
1. a word in the L1 that
sounds like the TL word
is identified
2. an image combining
the L1 and the TL word in
some way is created
 abstract images
Seldom used by learners
unless they learned it via
instruction (cf. Takac
2008: 62)
 success is debatable


Direct or explicit training: “learning strategies are
the primary topic and students are taught to
monitor their own use of the strategy” (Oxford
1986: 7)
 students are told why the engage in strategy
training and talk about the value of the strategies
Embedded training: “students are presented with
activities and materials structured to elicit the
use of the strategies [...]” (O’Malley and Chamot
1990: 153)
 strategies not explicitly named
 usefulness not explained or discussed



1. Will the direct teaching of the three vocabulary
learning strategies lead to an increases usage of
these strategies?
2. Will the usage of these vocabulary learning
strategies lead to an increased performance in
vocabulary tests?
3. Will the three taught vocabulary learning
strategies be considered as being helpful by the
pupils, i.e. will they personally profit from
learning about them?

18 pupils (10 girls, 8 boys)

Grade 6, Realschule

Instruction in English for 4 years

“PowerEnglish” course
 courses offered in all three main subjects
 courses for the pupils who are good in this
subject and like to go beyond the challenges of
their usual classroom
 1 lesson per week






Week 1: pre-test (classifying pupils’ strategies
and success in vocabulary test)
Week 2: awareness raising and teaching word
networks
Week 3: teaching imagery
Week 4: teaching Keyword Method
Week 5: Repetition and evaluation of the
strategies
(14 days break)
Week 6: post-test (classifying pupils’ strategies
and success in vocabulary test)

1. Warm up

2. Introduction to the strategy

3. Explanation of the strategy

4. 2- 3 practice phases (including pair/ group
work)
◦ Idea of what the strategy was and/ or why it could be
useful
◦ Modelling the strategy (either teacher or students)
◦ Explicitly naming and explaining the strategy (teacher
and students)
◦ Adapted to complexity of strategy

5. Short evaluation

Basis: Chamot et al. 1990: 80-81
Reflektion zu den Lernstrategien für Vokabeln
Dieses Blatt soll dir helfen einmal über die verschiedenen Wege des Wörter-Lernens, die wir uns
angeschaut haben, nachzudenken. Es soll dir helfen zu überlegen ob du mit diesen Methoden gut
Wörter lernen kannst und ob du diese Methoden später noch einmal benutzen würdest.
Bitte lies dir die Fragen genau durch, und schreibe dann die für dich passenden Antworten
darunter auf.
1. Wir haben uns 3 verschiedene Methoden zum Lernen von Wörtern angesehen. Wie heißen die?
2. a) Welche der drei Methoden hat dir am wenigsten gefallen?
b) Warum hat dir gerade diese Methode nicht so gut gefallen?
3. a) Welche der drei Methoden hat dir am besten gefallen?
b) Warum har dir gerade diese Methode besonders gut gefallen?
4. Bitte überlege dir ob du eine oder mehrere der Methoden zum Wörter Lernen noch einmal
anwenden würdest. Bitte begründe warum du die Methoden wieder benutzen würdest um
Wörter zu lernen oder warum du sie lieber nicht mehr benutzt.
5. Fandest du es interessant einmal etwas über verschiedene Möglichkeiten zu erfahren, wie man
Wörter lernen kann? Bitte begründe wieso du es interessant gefunden hast oder wieso nicht.
Percentages of usage of vocabulary learning strategies in the pretest
Study and practice
meaninig in a group
Written repetition of
wordlist
Oral repetition of wordlist
Testing oneself
None
Percentages of usage of vocabulary learning strategies in the posttest
Testing oneself in
collaboration
Study and practice
meaning in a group
Written repetition of word
list
Imagery
Imagery and Keyword
Keyword and
Collaboration
Evaluation: Which strategy did you like best?
Keyword Method
Imagery
Word Networks
All
Evaluation: Would you use one of the strategies again?
Keyword Method
Imagery
Word Networks
None




In the post-test 33.3% of the pupils utilized at least one of
the taught strategies
 building word networks was the only strategy that was
not used at all
No significant relationship between using a specific
vocabulary learning strategy and success in vocabulary
tests could be found
Building word networks the least liked strategy
 too time consuming
 too difficult to find related words
72.2 % of the pupils claimed that it was interesting to learn
about the vocabulary learning strategies
 it was helpful to hear about and try out new methods





Imagery and the Keyword Method are teachable
with explicit strategy training
It might be better to introduce word networks in
a higher great, i.e. when the pupils are
cognitively more mature and more proficient
Focus on specific vocabulary learning strategies
at different point in the year rather then teach
them in a row
 motivation
“integrate strategies practice into the regular
course work” (Chamot et al. 1999: 99)
 awareness of strategies and own learning
Introduce strategies as early as possible

Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). White
Plains, NY: Pearson Longman.

Chamot, A. U., Barnhardt, S., & El-Dinary, P. B. and J. Robins (1999). The Learning
Strategies Handbook. White Plains, NY: Pearson Education.

O'Malley, J. M. and A. U. Chamot (1990). Learning Strategies is Second Language
Acquisition. Cambridge: Cambridge UP.

Oxford, R. L. (1986). Second Language Learning Strategies: Current Reasearch and


Implications for Practice.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy
(Eds.), Vocabulary: Descritption, Acquisition and Pedagogy (pp. 199–227).
Cambridge: Cambridge UP.
Takac, V. P. (2008). Vocabulary Learning Strategies and Foreign Language
Acquisition. Clevedon, Tonawanda NY, North York: Multilingual Matters Ltd.
Any questions?