Часть VI issn 2072-0297
Teaching strategy factors on vocabulary acquisition
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moluch 82 ch6
| 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 |