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The document outlines five principles of effective vocabulary instruction: cognitive depth through engaging deeply with words; retrieval by recalling words to strengthen memory; associations by relating words to other words and experiences; re-contextualization through encountering words in new contexts; and multiple encounters to consolidate learning through repetition. Following these principles, teachers should use varied in-class activities to help students improve their vocabulary according to principles of deep processing, practice, making connections, new usage examples, and repeated exposure.

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69 views1 page

ABC

The document outlines five principles of effective vocabulary instruction: cognitive depth through engaging deeply with words; retrieval by recalling words to strengthen memory; associations by relating words to other words and experiences; re-contextualization through encountering words in new contexts; and multiple encounters to consolidate learning through repetition. Following these principles, teachers should use varied in-class activities to help students improve their vocabulary according to principles of deep processing, practice, making connections, new usage examples, and repeated exposure.

Uploaded by

Đào Nguyễn Duy Tùng
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© © All Rights Reserved
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Nation, I. S. P.

(2001) states that there are five main principles on teaching vocabulary
which need to be well-thought-out:

1. The Principle of Cognitive Depth: “In the case of vocabulary, the more one engages
with a word (deeper processing), the more likely the word will be remembered for later
use.” (Schmitt 2000: 120).

2. The Principle of Retrieval: “The act of successfully recalling an item increases the


chance that the item will be remembered. It appears that the retrieval route to that item is
in some way strengthened by being successfully used.” (Baddeley, 1997: 112)

3. The Principle of Associations: “When students are asked to manipulate words, relate


them to other words and to their own experiences, and then to justify their choices, these
word associations are reinforced.” (Sökmen, 1997: 241-2).

4. The Principle of Re-contextualization: “When words are met in reading and listening


or used in speaking and writing, the generative of the context will influence learning.
That is, if the words occur in new sentence contexts in the reading text, learning will be
helped. Similarly, having to use the word to say new things will add to learning.” (Nation
2001: 80).

5. The Principle of Multiple Encounters: “Due to the incremental nature of vocabulary


acquisition, repeated exposures are necessary to consolidate a new word in the learner’s
mind.” (Schmitt & Carter 2000: 4).

Consequently, when teaching vocabulary, a teacher should try out different in-class
activities with a view to helping students to improve their vocabulary in English
following the five main principles of teaching vocabulary mentioned above.

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