Часть VI issn 2072-0297


Teaching strategy factors on vocabulary acquisition



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4 Teaching strategy factors on vocabulary acquisition
Psychologists widely view that there are two types of 
memory: short-tem memory and long-term memory. The re-
tention of a word relies on both types of memory.
Learners can remember the word either shortly or long 
time after the — instruction of the word. Gins and Redman 
suggest that information stored in the memory falls into 
disuse unless it is activated regularly, in other words, we 
need to practice what we learn otherwise the new input will 
gradually fade in the memory and ultimately disappear.
Therefore for language teachers, the main aim is to ensure 
that what is taught in classrooms can be effectively stored 
in learners' memory. That suggests that it is vitally impor-
tant for language teachers to master these memory theories 
of vocabulary acquisition in order to facilitate learners' for-
eign language vocabulary learning.
«Then it is necessary that we provide meaningful oppor-
tunities in classroom for students to practice what they have 
learned if memory traces do gradually fade in the memory 
without regular practice» (Gairns and Redman 1998). 
Therefore, meaningful tasks in the classroom are required 
for learners to analyze and develop language at a deeper 
level, which facilitate their information stored in long-term 
memory. Task-based language teaching provides opportuni-
ties to facilitate the learners' memory of foreign language vo-
cabulary. Moreover the various tasks can motivate the stu-
dents and arouse their interest that causes them to pay their 
close attention to their vocabulary learning so that they can 
learn more effectively.
Knowing a word is more than its meanings or connota-
tions as well as its pragmatic functions. This paved the way 
for task-based vocabulary teaching, because it provides the 
language learners with lots of opportunities of participation 
and negotiation. Learners cooperate with partners or peers 
to perform tasks by putting vocabulary into meaningful use. 
Thus they feel confident and are highly motivated because 
they can get help from teacher or other learners while per-
forming tasks with foreign language vocabulary of higher 




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