Vocabulary Language Analysis

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Oxford, r. & Crookall, d. (1990). Vocabulary learning: a critical analysis of techniques. tesl canada journal! revue tesl du Canada 7(2). (9-30).

Vocabulary learning techniques are categorized into four groups: decontextualizing, semi-contextualizing, fully contextualizing, and adaptable.
Decontextualizing techniques omits the word from communicative context. Semi-contextualizing techniques permits to exist of some of context. Fully contextualizing techniques demonstrated the new words in a semi-communicative context.

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Decontextualizing Techniques
Word lists, flashcards, and using conventional dictionary are the techniques that are the most decontextualizing techniques.

Word Lists
Word lists are prevalent means for implanting vocabulary …show more content…

Visual imagery is based on establishing associations between a picture and a word. The theory of this technique is based on this logician that most learners are able to associate new information to concepts with the help of meaningful visual images which make learning efficient (Bower, 1970; Higbee, 1979; Nyikos, 1987).

Aural Imagery
Aural imagery provides a semi-context for the learner and a connection with what the learners already know. The theory of this technique is that aural imagery makes verbal learning more efficient by associating new sounds with existing sounds in schemata. For instance, German Katze or Russian kot, with the familiar first language word, cat. Moreover, learners may use accent marks, rhymes or phonetic spelling to remember new target language words.

Keyword
The keyword technique is the result of a combination of two aural imagery and visual imagery. The main theory of this technique is that remembering a word in target language can be easier by using visual and auditory links together and be tied strongly to existing schemata. For instance, to learn a new French word potage (soup), the English speaker merges it with a pot and then mentally imagines a pot full of …show more content…

The theory underlying this technique believes that language can be learned efficiently when words are linked through physical movement, then activating many and different parts of the brain and stimulating the learner's schemata in many ways. In this technique, the teacher gives commands (e.g., going out, walking to the blackboard), which the students act them out, at first without any production in the target language. Later, as students’ proficiency improves, the commands become more elaborative: Take the pencil, go to the pencil sharpener, and sharpen the pencil… One problem with this technique is that it does not manipulate abstract nouns very

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