3. Learning new vocabulary and wordlists

Content

The theory of learning vocabulary

Learning vocabulary is a repetitive process that takes time. Most scholars agree that a word needs to be reviewed multiple times before it becomes ‘acquired’. Vocabulary language acquisition involves not only perceiving and comprehending the learned vocabulary but also producing and using these words in sentences through speaking and writing (Lightfoot, 2010). Nation (2001) states that mastering a new word certainly involves recognizing its form (pronunciation, spelling, derivations) and understanding its dictionary meaning. Additionally, knowledge of its specific grammatical properties, the ability to use the word appropriately in various contexts, and understanding its functions (frequency and appropriateness) are all essential aspects of the vocabulary mastery process.  According to Schmitt (1997), Vocabulary Learning Strategies (VLS) play a crucial role in language learning, contributing to learners´ development of independent language competence and self-development.

3.1. Developing powerful vocabulary

3.1.1 Vocabulary Learning Strategies

Vocabulary Learning Strategies (VLS) are approaches adopted to enhance one´s understanding of vocabulary learning. It is assumed that effective learners use a variety of strategies and strike a balance between deep processing strategies (such as guessing, imagery, and the keyword technique) with mechanical strategies (such as repetition, memorization, and note-taking).

Task 1

Look at the table which presents four Vocabulary Learning Strategies as suggested by Schmitt (1997) and complete it using the following words.

VOCABULARY LEARNING STRATEGIES
Social strategies Metacognitive strategies Cognitive strategies Memory strategies
involve
learners in social activities. planning, about learning, monitoring, and evaluating themselves. the thinking skills of guessing words from , using dictionaries and repetition. the processes of using the mind to enhance .
Key strategies include
work, asking teachers for and communicating outside the classroom. widely and listening to lectures to achieve maximum to language. , word lists, flashcards, and in textbooks. imagery, word , grouping, word class and .

3.1.2 Using dictionaries

Oxford Learner´s Dictionary defines a dictionary as a book or electronic resource that lists words of a language in alphabetical order and provide explanations of their meanings or offers translations into a foreign language. According to Folse (2004), research indicates that learners who use a dictionary learn more vocabulary than those who rely solely on guessing from context. Moreover, learners who use an English-to-English dictionary tend to remember vocabulary more effectively than those using a bilingual dictionary.

What types of dictionaries do you know?

  1. bilingual dictionary (Czech-English, English-Czech)
  2. monolingual dictionary
  3. electronic dictionary
  4. paper dictionary

Task 1

Look at the following table and investigate these dictionaries to identify the key features of a dictionary, thesaurus, and collocation dictionary are.

Dictionary Thesaurus Collocation
Cambridge Dictionary Thesaurus.com Ozdic.com
Collins Online English Dictionary Collins Thesaurus Academic collocation wordlist
Oxford Learner´s Dictionaries Visual Thesaurus Oxford Collocations Dictionary
Longman dictionary Merriam-Webster Thesaurus Free Collocation.com

Task 2

Complete the texts A-C below using the words given.

Text A

A good dictionary provides a great deal of information about a word. It informs us about the of the word (noun, verb, adjective, etc.), how to pronounce and spell the word, how to divide the word into . The dictionaries also show the word in an sentence or sentences, provide information about the word, and may show the of the word, in other words how common the word is. The dictionary also gives information on register, in other words whether it is or informal, or used in spoken rather than English.

Text B

The Thesaurus gives the key or lists of words that have meanings for the entry word. The synonyms themselves might be illustrated by example usage. The Thesaurus may also offer (word with opposite meaning) for the entry word, a wide range of verbs, set phrases and idioms.

Text C

Collocations are words that are often used together, and their use is a central feature of used language. Most common words have more than one meaning, and we use the to identify intended meaning. Collocation plays an important part in this process. The Collocation dictionary provides the most used word , including both common and expressions.

Task 3

Go to the online Longman Dictionary and complete information about the following entry word and answer the questions below.

Related topics: 1. Sociology, Organizations

hier‧ar‧chy /ˈhaɪrɑːki $ -ɑːr-/ ●○○ AWL noun (plural 2. hierarchies)    

1 [countable, 3. uncountable] a system of organization in which people or things are divided into levels of importance a rigid social hierarchy She worked her way up through the corporate hierarchy to become president.

2 [4. countable] the most important and powerful members of an organization the church hierarchy

  1. What is the part of speech of the word hierarchy?
    noun
  2. What does the symbol AWL mean? 
    Academic word list
  3. How many syllables does the word hierarchy have?
    3 / hier‧ar‧chy
  4. How frequently is the word hierarchy used?
    less frequently / ○○
  5. What is the phonetic alphabet of the word hierarchy?
    /ˈhaɪrɑːki$ -ɑːr-/

Task 4

Go to the Thesaurus page, click on the word entries below and complete the table.

Word entry

Part of speech

investigation

noun

synonyms:

examination, study, inquiry, hearing, research, review, search, survey, analysis, probe, inspection, exploration, scrutiny, inquest, fact finding

feasible
adjective

antonyms:

unattainable, unfeasible, unviable

deteriorate
verb

synonyms:

decline, worsen, degenerate, fall, fail, drop, slip, sink slide, slump, degrade, depreciate

Task 5

Go to the following page and answer the following questions.

  1. Which verbs does the word dictionary collocate with?
    consult dictionary, look st up in dictionary, use dictionary, compile dictionary, write dictionary, edit dictionary, publish dictionary
  2. Which adjectives does the word dictionary collocate with?
    comprehensive dictionary, good dictionary, electronic dictionary, online dictionary, picture dictionary, pocket dictionary, bilingual dictionary, monolingual dictionary, learner´s dictionary etc.
  3. Which nouns does the word dictionary collocate with?
    dictionary definition, dictionary entry

3.1.3 Keeping vocabulary notebook

When you encounter new words, consider recording them separately from your other coursework. This practice will help you study vocabulary more effectively. Keeping all your words in one place makes it easier for you to review and assess your knowledge of the words you have previously studied.

Before you start recording your personal vocabulary, it is good to consider the following points:

  1. What to record
  2. How to record
  3. Where to record

1. What to record

Task 1:

Think for a while how you choose the words for recording.

1. What to record

Firstly, consider the relevance of the word for you i.e., how important, and meaningful a particular word is for you, the subject of your study and/or a specific context. It might be enough to understand the word when you hear it or see it in the context. However, you might need to use it productively, and thus record the word with additional information which may help you remember it and used it appropriately.

Task 2

This is a list of additional information you might record with the chosen word:

  1. Meaning
  2. Pronunciation
  3. Spelling
  4. Part of speech and word forms
  5. Word formation
  6. Synonyms and Antonyms
  7. Example sentence
  8. Collocation
  9. Register
  10. Grammatical information

What might the additional information about the word include?

  1. The meaning of the word book can be expressed as
    1. a definition of a word, e.g. a written text that can be published in printed or electronic form
    2. a translation, e.g. kniha
    3. a picture
  2. Pronunciation can be noted using
    1. the IPA symbols for English or tophonetics, ejoy (IPA – International Phonetic Alphabet), e.g. book /bʊk/
    2. phonetic respelling using Phonetic Respelling Key, e.g. newspaper [ nooz-pey-per ] 
  3. Spelling should draw your attention to the differences between UK and US spelling to ensure that you remain consistent in the use, e.g.
    1. critise (UK)                    critize (US)
    2. organisation (UK)   organization (US)
    3. honour (UK) honor (US)
    4. counsellor (UK) counselor (US)
  4. Part of speech shows if

    the word is a noun, a verb, an adjective, or an adverb e.g., book is a noun, but can also be a verb.

  5. Word formation shows how

    the word is made up and which word family it belongs to, e.g. depend (verb), dependency (noun), dependent (adjective), dependently (adverb)

  6. Synonyms and antonyms can help you develop your vocabulary. It is impossible to understand “big” without some understanding of its antonym “small”. Synonyms of the word can

    offer you words which can be used in place of the word, e.g., to fall: decrease, decline, go down

  7. An example sentence can help you

    understand the word in context, e.g. He is the author of several hugely successful children´s books.

  8. Collocations, which are combinations of words typically occurring together, might help you

    understand how words connect and make your communication more fluent and natural, e.g., attend conference, deliberate attempt, draw attention.

  9. Register, which can be defined as the style of language, grammar, and words used for situations, should draw your attention to

    the types of language the word is used in, formal or informal, spoken or written, business or legal, e.g., stuff is an informal noun used to refer to a substance.

  10. Grammatical information might include

    irregular forms of verbs, countable or uncountable noun, irregular plural forms of nouns, prepositions following verbs, typical patterns the word occurs in.

2. How to record

There are several ways of recording words in your notebook. The tables 1-4 in Task 3 present these ways.

Task 3

Complete the tables by writing additional information about the given words. Choose the most appropriate dictionary.

Table 1

Word Definition Translation
research
a detailed study of a subject, especially in order to discover new information or reach a new understanding
výzkum, bádání, zkoumání

Table 2

Word Pronunciation Translation Definition
hierarchy
/ˈhaɪə.rɑː.ki/
hierarchie
a system in which people or things are arranged according to their importance
Example sentence
Some monkeys have a very complex social hierarchy.

Table 3

Word Word forms Definition Synonyms
classify
classify (verb)
classification (noun)
classifiable (adjective)
divide things or people  into groups according to their characteristics
rank, categorise, sort, group

Table 4

Word Part of speech Pronunciation Synonyms/Antonyms Translation
consider
verb
 /kənˈsɪd.ər/
regard, view, believe
ignore, disregard, overlook
považovat, zvažovat, myslet si
Definition
spend time thinking about a possibility or making a decision
Example
The council is considering banning vehicles from the town centre to relieve congestion.
Word forms
consideration (noun); considerable (adjective); considerably (adverb)
Collocations
consider something carefully / seriously / strongly
Patterns/Grammar
consider doing something

3. Where to record

To record your words, you can use notebooks or flash study cards. This will help you revise the words or check your knowledge of words you have encountered before, all in one place.

Notebooks

The words in your notebook may be organised in several ways:

  • By topic
  • By source
  • By date
  • Alphabetically
  • Grammatically

Flash study cards

You can review your words using study cards to remember them permanently. First, you need small, blank paper cards. On one side of the card, you should write a word and a sentence in which you encountered the word. On the other side of the card, you should write the definition or translation of the word as used in the sentence. After creating a set of cards, try to test yourself as often as possible, but do not remove a word from the set until you are completely sure of the meaning. Instead of paper cards, you can use online applications such as Quizlet.

Task 4

Whether you decide to use paper notebooks or study cards for keeping your words, it is good to choose how you will organise them. Look again at the methods of putting words in order and try to figure out what these methods involve.

  • By topic
    words are related to a particular subject together – word families or lexical sets.
  • By source
    words are related to extensive reading or coursebooks.
  • By date
    words are listed according to the date you first saw them.
  • Alphabetically
    words are listed according to their first letter.
  • Grammatically
    words are listed according to their part of speech, e.g. all the verbs together, all the nouns together.

3.1.4 Academic wordlists

One of the criteria for selecting words to learn might be their appearance on word lists. Word lists consist of words sorted by their frequency of occurrence or by levels. Academic wordlists, in particular, focus on words that are more frequently used in academic texts compared to non-academic ones. Two of the most widely recognized lists of commonly used academic vocabulary are:

  1. The Academic Word List (AWL) (Coxhead, 2000), which contains 570 word families divided into 10 sublists according based on their frequency.
  2. The Academic Keyword List (AKL) (Paquot, 2010), which comprises 930 academic words and phrases.

Here, you can find the links to both academic wordlists:

The Academic Word Listhttps://www.wgtn.ac.nz/lals/resources/academicwordlist The Academic Keyword Listhttps://uclouvain.be/en/research-institutes/ilc/cecl/the-academic-keyword-list-akl.html

Task 1

Go to the Academic Word List webpage and answer the following questions.

  1. What were the three principles according to which the word families of the AWL were selected?
      Range, Frequency, Uniformity of frequency.
  2. What does the number next to the headword in the Headwords of the Academic Word list refer to?
      It refers to the number of the Sublist where the headword and its family members can be found. For example, the headword access and its family members are in Sublist 4.
  3. What are the family members of the headword substitute?
      The headword substitute is in the Sublist 5 with the following family members: substituted, substitutes, substituting, substitution.
  4. What the word in italics in each word family indicate?
      Each word in italics indicates the most frequently occurring member of the word family in the Academic Corpus. For example, substitution is the most common form of the word family substitute.
  5. Which Sublist contains the most common words in the AWL and which one the least frequent words?
      Sublist 1 contains the most commons words and Sublist 10 contains the least common ones.
  6. What are the most frequent headwords in Sublist 7 starting with letter p?
      paradigm, phenomenon, priority, prohibited, publication,

Task 2

Take Academic wordlist test using the following link AWL test.

Task 3

Go to the Academic Keyword list webpage and answer the following questions.

  1. What is meant by potential academic words?
      Words that are reasonably frequent in a wide range of academic texts, but relatively uncommon in other kinds of texts.
  2. How many nouns are there in the AKL?
      355
  3. How many verbs are there in the AKL?
      233
  4. How many adjectives are there in the AKL?
      180
  5. How many adverbs are there in the AKL?
      87
  6. How many other phrases are there in the AKL?
      75

Task 4

Go to a web-based English for Academic Purposes dictionary (LEAD) and answer the following questions:

  1. Which adverbs (Adv) does the verb conduct collocate with?
      properly, largely, certainly, fairly, personally
  2. Does the noun scheme collocate with the verbs: propose, cover, and plunge?
      it collocates with propose (a scheme) and (a scheme) covers .., but does not collocate with plunge.
  3. What are example sentences of the collocation propose a scheme? (Click on the verb propose)
      As Maynard Keynes explained when he proposed a national scheme of family allowances in 1940…
      … we propose a new classification scheme for human coder-based analysis.
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