Learning Vocabulary
By Ira Rasikawati
Learning vocabulary is central to second language learning as many believe that learning words is the main task in learning a target language (Carter and Nunan 2001: 47). I personally believe that mastering a wide range of vocabulary in the early stage of second language learning will accelerate the second language acquisition in general. I would like to describe how my vocabulary building skills evolve through different stages of English learning experience which range from my first encounter with English learning to the present time.
My first encounter with learning English as a foreign language took place in junior high school. I remember a large amount of time was dedicated to learning English grammar and usage. I learned to use a new vocabulary to understand sentences and do grammar exercises. However I often experienced difficulties applying the new vocabulary to build my own sentences. I associate this situation to Sinclair’s theory that many of the new words are not meaningful yet to a learner since the learning focus was on the patterns of words or grammars not on the words and their relations with other words (Carter and Nunan 2001: 45). I cannot recall any particular method the teacher applied to improve the vocabulary acquisition other than memorization; however I find it true what Ellis states in his implicit-learning hypothesis that learners often acquire vocabulary by unconscious means (Carter and Nunan 2001: 44). I have noticed that somehow I managed to acquire a great deal of receptive vocabulary in my junior high school period which became the foundation to the next stage of my vocabulary learning.
I acquired a wider range of vocabulary when I started my undergraduate study in English Literature. I was overwhelmed by a massive amount of new vocabulary in this period. I could not understand many literary texts due to the limited vocabulary I had. Therefore I developed the habit of checking the meaning of every new word in a reading text from the dictionary, which became the most important tool for me to learn new words. I also created a diary to record the new words I learned. I found the diary easy to carry everywhere I go. This strategy helped me develop better reading comprehension but my reading speed suffered as a result. There were too many new vocabularies to look up which took me a long time to finish reading a text. This situation led me to apply a different strategy which was finding the meaning of words with reference to the context. This strategy helped me to read faster and understand the main idea of a text; however it had a little influence in enhancing my productive vocabulary intake, the intake of words that I use when I speak or write.
It became easier for me to retain and recall new vocabulary when I practiced using more new words in writing. In the last period of my undergraduate study I was required to write more research papers which forced me to apply more complex vocabulary in writing. The process of writing became longer as it took more than just finding the right word which conveyed the meaning. For instance I needed to look up to thesaurus to avoid repetitions and check the collocations to make sure the words were combined naturally. The long process of finding and using new vocabularies I underwent in writing assisted me to retain more vocabularies in my long term memory and recall them when I needed to use them again. Craik and Lockhart concluded that the more processes involved in the learning the more superior the retention and recall (Carter and Nunan 2001: 45)
The development of technologies today has made it possible for us to have electronic dictionaries. My electronic dictionary (e-dictionary) in the form of a handy computer consists of integrated reference materials. I find this kind of dictionary very convenient as I can carry it in my bag and pull it out whenever I need to consult the meanings of words. It has replaced the bulky hardcopy dictionary that I used to have. An advanced e-dictionary may consist of multiple internal dictionaries which include advanced learners’ dictionary, thesaurus, collocations, colloquial English, and encyclopedia. The most significant feature of this type of dictionary is its ‘jump’ feature which allows quick navigation between dictionaries to do cross reference. During my stay in Japan, I found that Japanese students had a good habit of carrying e-dictionaries to school. Particularly in international class, Japanese students considered e-dictionary the most convenient vocabulary assistance. They were very keen on looking up from their e-dictionaries when they had difficulty expressing themselves both in writing or speaking. Having e-dictionary available has reduced the time I need to search for definitions and the assistance I need from the instructor in a class. I find having an advanced learners’ e-dictionary very useful and convenient to facilitate vocabulary learning.
I concluded that in the early stage of my vocabulary learning experience I relied heavily on the memorization strategy. As I developed a wider range of vocabulary, I managed to employ different strategies to help me learn new words and acquire new vocabularies. I think in my case I learn new vocabularies best when I apply the new vocabulary in writing. As soon as I feel comfortable using the vocabulary in writing, I also become more confident using the vocabulary in speaking. The use of e-dictionary has provided me with better opportunity and assistance to learn new vocabulary in present days.
Glossary:
intake (n): a term referring to that part of the language to which learners are exposed that actually “goes in” and plays a role in language learning.
language acquisition (n): also language learning, the learning and development of a person’s language.
target language (n): (in language teaching) the language which a person is learning, in contrast to a first language or mother tongue.
receptive vocabulary (n): the total number of words a person understands, either in reading or listening.
Reference:
Carter, R., & Nunan, D. (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge UP.
Richards, Jack C. and Richard Schmidt. (2002). Longman Dictionary of Language Teaching and Applied Linguistics. 3rd ed. London: Pearson Education Limited.
(published in UKRIDA Newsletter | No. 63 - Year VIII, December 2009-January 2010)
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