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Praveen Sam
Sri Sivasubramaniya Nadar College of Engineering
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Abstract
Vocabulary plays an important part in the ESL classroom. Students often find that lack of knowledge in
vocabulary is an obstacle to learning. Many studies are being carried out on effective ESL vocabulary
teaching and learning and some of them have explored retention strategies as a part of vocabulary learning.
But those studies have failed to integrate retention strategy activities with curriculum and in the ESL
classroom. There is a gap between what is researched in papers and what is practiced in the teaching
learning process. This paper aims at applying the vocabulary retention strategies in the classroom and also
identifies the changes in the students performance after participating in these activities. Finally, this paper
projects the outcome of integrating retention based vocabulary learning strategies in the ESL context.
1. Introduction:
Vocabulary is one of the most important elements which contribute to effective communication in any
language. There different methods adopted by people to understand and use words in their communication.
Some systematically learns vocabulary in a classroom context and some acquire vocabulary in real life
context. The use of appropriate words decides the quality and accuracy of any discourse. When it comes to
teaching of the English language, vocabulary is not given prominence. The main reason for this condition is
that vocabulary and the teaching of it are not included in the syllabus/curriculum as separate component. In
spite of vocabulary being an important element of any language in the context of communication, it is given
least importance in the teaching learning process (Lee, S.H. & Muncie, J 2006). Importance given is limited
to synonyms and antonyms with a view to scoring marks in the assessment. Therefore, importance should
be given to vocabulary acquisition, retaining the learnt vocabulary and integrating retention based
vocabulary learning strategies in the syllabus.
In the ESL context, students do not have adequate diction to express their thoughts suiting to a given
situation such as role play, presentation, discussion and so on.. Exposing students merely to new
vocabulary is not enough instead they should be taught how to retain those words for later use. In order to
achieve this, retention strategies become vital. Memorizing words is wrongly construed as vocabulary
acquisition. Students learn new words as they come across in the textbook, but they fail to use those
words in future /other context. This paper focuses on teaching vocabulary using strategies, helping
students retain them and it is emphasized that inclusion of these activities and strategies in the
syllabus/curriculum will result in better learning and retention.
2. Literature review:
Read (2004) explained that in studies on L2 vocabulary learning, students can learn vocabulary items
incidentally while engaging in other language-learning activities. Furthermore, he has said that incidental
vocabulary-learning in the ESL classroom would be effective for teachers to provide students with target
vocabulary items through tasks, as well as to ask them to read only the texts that include the target words. With
regard to vocabulary retention, Hulstijn (1992) has demonstrated that target vocabulary items were retained
significantly longer when their meanings were correctly inferred than when explained by their synonyms.
Joe (1995) has argued that the retention of unfamiliar words was significantly facilitated when students
engaged in a text-based task that demanded a higher level of generative. Similarly, Hulstijn and Laufer
(2001) have demonstrated that EFL students who participated in a composition task could retain target
words better than those engaged in a reading comprehension or fill-in task, which suggests that students
who were involved in higher levels of vocabulary production-processing remembered target words better
than those who were not. Plass, Chun, Mayer, and Leutner (1998) have stated that students remembered
unknown words better when provided with both pictorial and written annotations than when provided
with only one kind or no annotation.
Wesche and Paribakht (2000) have demonstrated that students learned vocabulary more effectively when
they are engaged in text-based vocabulary exercises in addition to reading a text than when they read
multiple texts without exercises, because in the latter case, they could learn not only target words, but also
their lexical features. Further, Folse (2006) has suggested that how frequently students retrieved
unfamiliar words influenced their retention more than how deeply they were involved in processing them,
which demonstrates that students could improve their retention of new target words more while engaging
in multiple fill-in-the blank exercises than while writing one original sentence with each target word.
Finally, according to Nassaji (2003), ESL students might grope in effectively for lexical inferences about
word meanings from context, so that teachers should provide them with a chance to identify and define
exact meanings for unknown words.
From the above review of literature it is evident that many studies have been carried out focusing on
learning new vocabularies through text based tasks, reading, composition and identifying the meanings in
its context. But none have discussed on the retention strategies and incorporating those strategies in the
curriculum. Hence, this study focuses on the application of the retention strategies in the classrooms and
also incorporating those retention strategies in the curriculum.
The researcher divided the students into groups of four and gave each of them a series of images. The
students in groups were asked to match the images with the words and identify their meaning based on
the images. This activity helps in retaining the words for a longer duration. When the students see similar
images in future they remember the word and also, the context in which the word is used.
If students find the word difficult, teacher will help the students with the first alphabet of the word. This
helps students in recalling words that begin with that particular alphabet.
6.3: Connections:
Images play a vital role in the process of vocabulary learning and retention. This is an activity where students
were exposed to a series of images placed in a particular order which implies a word or a phrase. Students have
to understand the images and also the sequence in which they are placed and identify the word or phrase they
imply. This design was adopted from certain reality shows in the television. This was an effective activity as it
motivated the students to participate in the learning. The following is a sample of Connections:
Connect the following picture and get the meaningful word
Picture Word
+
+
+
It could be inferred from the graph that the performance of the students in this activity is considerable,
and all the 40 students have scored above 70%. There were ten questions given to the students and the
average score in this activity is 8.65.
7.2. Four Pictures, One Word:
The fig.7.2 shows the marks scored by the students in this activity. The scores range between 8 and 10
which show that the performance of the students is significant. When compared with image cue activity,
the performance of the students is better. The average score of the students in this activity is 9.05.
Figure 7.2 Performance of the students in the activity Four Picture, One Word
During the feedback session, students reported that this activity was one of the most interesting and
engaging one because they could relate this with the mobile game which is named similarly.
7.3. Connections:
This was another activity in which the performance of the students is considerable. The marks range
between 8 and 10, and the average score in the activity is 9.12.