Skip to main content

On vocab learning

I don't remember if I had to learn lists of words at school, but I have the feeling I didn't. My teachers used a target language, structured, oral approach (Cours Illustré de Français) where vocabulary was limited to frequently used words, systematically practised in context and regularly revised.

I sometimes think teachers learn a lot about methodology from the way they were taught themselves, so when I began teaching my gut instinct was that vocabulary was best picked up "naturally" and that vocab learning was boring - there were better things students could be doing in class and for homework.

I was also aware that because learning vocab was dull for most students, they would avoid doing it, or do it in a cursory fashion on the bus to school. Some children with poorer recall find it really hard. You had to really raise the stakes of the test to make sure it was done well.

I'm sure there are students who enjoy the rigour of vocab learning and whose proficiency is improved by it. They may have very good memories. I would surmise that adult learners respond quite well to this type of learning. The current popularity of online programmes and apps such as Vocab Express and Memrise may be giving a boost to learning individual words. Is this a good thing? Is this an example of technology leading a dubious methodology? It's cheap and relatively easy to design vocab apps, much more expensive and difficult to make interactive comprehension material (e.g. Mylo, which cost a fortune). So my doubts remain...

If you have a limited time to acquire some skill in a modern language I would rather students were working at the level of whole sentences/utterances/ paragraphs. It's in this way that they develop their comprehension and, ultimately, fluency. Learning words is fine, but there are so many more interesting things they can be doing.


- Posted using BlogPress from my iPad

Comments

Popular posts from this blog

Delayed dictation

What is “delayed dictation”?

Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. Some teachers have even used the delay time to try to distract students with music.

It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

In our language teaching case, though, the earworm is a word, chunk of l…

Sentence Stealers with a twist

Sentence Stealers is a reading aloud game invented by Gianfranco Conti. I'll describe the game to you, then suggest an extension of it which goes a bit further than reading aloud. By the way, I shouldn't need to justify the usefulness of reading aloud, but just in case, we are talking here about matching sounds to spellings, practising listening, pronunciation and intonation and repeating/recycling high frequency language patterns.

This is how it works:

Display around 15 sentences on the board, preferably ones which show language patterns you have been working on recently or some time ago.Hand out four cards or slips of paper to each student.On each card students must secretly write a sentence from the displayed list.Students then circulate around the class, approaching their classmates and reading a sentence from the displayed list. If the other person has that sentence on one of their cards, they must hand over the card. The other person then does the same, choosing a sentenc…

Using sentence builder frames for GCSE speaking and writing preparation

Some teachers have cottoned on to the fact that sentence builders (aka substitution tables) are a very useful tool for helping students prepare for their GCSE speaking and writing tests. My own hunch is that would help for students of all levels of proficiency, but may be particularly helpful for those likely to get lower grades, say between 3-6. Much depends, of course, on how complex you make the table.

To remind you, here is a typical sentence builder, as found on the frenchteacher site. The topic is talking about where you live. A word of warning - formatting blogs in Blogger is a nightmare when you start with Word documents, so apologies for any issues. It might have taken me another 30 minutes just to sort out the html code underlying the original document.


"Ask and move" task

This is a lesson plan using an idea from our book Breaking the Sound Barrier (Conti and Smith, 2019). It's a task-based lesson adapted from an idea from Paul Nation and Jonathan Newton. It is aimed at Y10-11 pupils aiming at Higher Tier GCSE, but is easily adaptable to other levels and languages, including A-level. This has been posted as a resource on frenchteacher.net.

This type of lesson plan excites me more than many, because if it runs well, you get a classroom of busy communication when you can step back, monitor and occasionally intervene as students get on with listening, speaking and writing.

Filling the gaps

All teachers at some time make use of gap-fill activities. There are very good reasons for doing so, whether the focus is on careful listening with a transcript, grammatical awareness, vocabulary retrieval or general comprehension. I particularly liked them for scaffolding listening with classes, combining comprehension with phonics and grammar. A gap-fill really gets students listening intensively and supports the process of listening. If you are keen on the idea of Listening as Modelling (as described in our listening book) you may prefer this type of task to general comprehension exercises which can end up promoting guesswork.

You can use gap-full in all kinds of ways and with different aims in mind. As a little exercise I thought I’d make a list if all the types of gap-fill I could think of.  These are all with LISTENING in mind, more than reading. These could help you focus on the precise aim of the gap-fill or just provide you with some variations to make it more interesting for…