The Importance Of Visualization Of Words By Learners

Learners can pair pictures with the words they need to learn. Flashcards with pictures or symbols are a good strategy of memorizing words. As soon as a one person sees a particular Picture, they remember the word that goes with it. Sometimes instead of using real pictures, learners visualize the word they need to remember. So, visualization is good strategy in learning of the vocabulary. Learners can group the words they need to remember by color, size, function, likes/dislikes, good/bad, or any other features that makes sense to them. Psychologically if the material memorized in some fashion, learners can learn the material better than before.

2.7.6.3 Elaborating

Learners can relate the new words to others. For example, if they want to remember

For example, knowledge of stems helps students predict or guess what a word means, explain why a word is spelt the way it is, and remember the word by knowing how its current meaning evolved from its metaphorical origins (Kelly, 1991).

2.7.6.7 Lexical Chunks

Lexis, that is, different kinds of multi-word chunks, is basic to communication. Chunks include collocations, fixed and semi-fixed expressions and idioms, which according to Lewis (1997) occupy a crucial role in facilitating language production and are the key to fluency.

Therefore it is beneficial for language learners to gain exposure to lexical chunks in order to begin the process of internalization. According to Schmitt (2000), the mind stores and processes lexical chunk as individual wholes. By storing a number of frequently-needed chunks as whole units, there is less demand on cognitive capacity because the lexical chunksare ready to use and require little or no additional processing.

2.7.6.8 Review and Spaced Practice

Unlike computers, human beings tend to forget over time. Therefore, learners should review regularly previously learned material. Also learners should have short and frequent study periods. Spaced practice leads to better long –term

The good learners are found to be more aware of what they can learn about new words, pay more attention to collocation and spelling, and are more conscious of contextual learning. By contrast, poor learners don’t use the dictionary and almost always ignore unknown words. They are passive in learning and take words as discrete items, unrelated to previously learned words (Ahmed 1989). Weak pupils tend to focus on the problem word and ignore the context; their knowledge of the world is more restricted; they have difficulty integrating knowledge from different sources; and they have difficulty generalizing from words they have already learned to slightly different new words. (Schouten-Van Parreren, 1989).Good learners seem to be those who initiate their own learning, selectively attend to words of their own choice, try to remember these words by using influential strategies, and seek opportunities to use