In order to quickly develop vocabulary, active learning is necessary. Active learning is the notion that learning is enhanced and best accomplished by doing. This contrasts with vocabulary instruction of old, where individuals were passive receptors of information.

According to the Texas Education Agency (2002), it is imperative that vocabulary development occur through active learning. This form of learning requires that the student be motivated; that information is converted and analyzed; and that the learner is able to connect the actual strategy of learning to what is needed to be learnt (in this case vocabulary development) (University of Melbourne, 2005).

Apart from the strategies presented above, methods for improving vocabulary using active learning can include:

• Changing the information that is presented to you in a different layout. To increase vocabulary, this could include sentence revision or perhaps using your own words in a definition.
• Practice the task you are learning frequently (i.e. repetition).
• Work on projects with others. To improve vocabulary, communication with others is beneficial. Whether it is through conversation or in written form, two-way dialogue develops our knowledge of words and meanings.  
• Change the perspective. Use different strategies above to learn the same word. This will increase the depth of understanding. 
• Increase associations between the information and ways you can assist understanding. For example, in the case of increasing vocabulary, use diagrams, synonyms, and story innovation (University of Melbourne, 2005).

Fink (1999) explains that active learning occurs through the experience of doing and observing. It also involves a dialogue with self and others (see Figure 3). Active learning involves watching and/or listening as the task is actually performed. The doing element involves the learner physically completing the task themselves.

A Model Of Active Learning

Dialogue with self refers to the contemplation and analysis post-task, whilst dialogue with others involves discussing the task. Both forms of dialogue provide richer learning experiences. In applying this concept to vocabulary development, it is necessary to have active experiences in both the written and spoken form. The passive learning of vocabulary is less efficient and effective.

Another consideration is that despite the benefits of active learning in regards to vocabulary development, do not have unrealistic expectations. To fully understand a word, only learn a few words at a time (Bromley, 2007). It is more beneficial to gain a richer understanding of a word when improving vocabulary. This will increase comprehension, as opposed to word recognition but not understanding.

Active learning promotes the meeting of existing knowledge with new knowledge (Blachowicz et al., 2006). Research shows that vocabulary development occurs when learners make semantic associations between words and then verbalize or express these meanings (Blachowicz et al., 2006). Research also demonstrates that by providing the student with definitional instruction and forms of active processing (such as writing or reworking words), learning is more effective than definitional instruction alone (Blachowicz et al., 2006).

References: Please see our reference page for the complete list

E-learning involves instructing and learning via electronic means (such as the Internet, CD or DVD). As a strategy to develop vocabulary, E-learning has many advantages. Computer assisted learning provides a platform on which learning is both learner centered and active – both essential components for effective learning.

The programs developed to be used are of the highest quality instruction. They have been produced by experts and incorporate many of the learning strategies that have been discussed in this Post. For example, Vocab1’s Word Discover ^TM product offers over 50 usage examples, word history, visual word explorer, encyclopedia information, and images for every word. This aligns with different learning techniques previously mentioned, such as using context; using words in different ways; and repetition.

Another way that e-learning builds vocabulary more rapidly than conventional instruction is via specific tailoring. This refers to being able to pass over already known words using such technology. In a conventional classroom, learners often have to sit through instruction that they already possess knowledge on. One example of this is in Vocab1’s Learning Curve product that intelligently filters words that have already been learnt and no longer require work.

E-learning tools are also self-paced. In relation to vocabulary development, this is particularly important as learners are not only at different levels, but learn at different speeds. It also offers privacy in your own home, which is a bonus for some individuals who feel uncomfortable at their lack of vocabulary skills.

Interactivity, unlike that in conventional classrooms, is another bonus offered by e-learning. In vocabulary learning this is particularly important as it promotes active learning. It is active learning that reinforces knowledge and provides richer word understanding. It also offers fun learning, which increases motivation and interest. An example of this is Vocab1’s instant message service (Word Messenger ^TM) that periodically reminds the user of their current wordlist.

All of these benefits offer an environment that promotes learning and higher retention. An additional feature that has already been discussed in this post to improve vocabulary is the importance of hearing words. This is a further feature that e-learning possesses. If a person hears the correct pronunciation, they are more likely to be able to sound out the syllables to spell it, and are also able to use the above techniques to assist comprehension of unknown words (such as prefix, suffix and roots).

The final technique that can be used to increase vocabulary is that of active learning (as opposed to passive). It is essential for rapid and successful vocabulary development. We’ll be looking at that in the final post in this series.

References: Please see our reference page for the complete list

Actually being around the spoken word as it is used in context is an invaluable way of increasing vocabulary. Both using and hearing new vocabulary as it is used in everyday language helps develop vocabulary (Tsuguhiko and Manning, 2007). When we are exposed to limited vocabulary, and do not implement strategies to increase it, we constrain our depth and range of word knowledge.

It is agreed that the written language is more complex because of its need to be situated in context in order to produce accurate meanings. In contrast, hearing and speaking is conveyed alongside gestures and facial expressions that promote meaning (Yopp and Yopp, 2007). In instances, an individual may appear to have significant vocabulary knowledge by the way they speak; however, in reality their non-verbal vocabulary lacks depth and scope.

In our early years, vocabulary development obviously beings with what we hear and speak. This foundation also sets us up in later years to assist comprehension and vocabulary development in writing and reading. We have more resources at our disposal to assist understanding and analysis of word meanings. Bromley (2007) states that compared to other languages English is more straightforward. That is, 21 of the 26 letters in our alphabet are consonants and all have, for the most part, similar pronunciations. Only the five vowels diverge in pronunciation.

McAndrews (2008) suggests to build vocabulary, a person should:

• Surround and immerse themselves in rich vocabulary. Being around limited vocabulary will not provide the scope that is needed to develop;
• It is better if you hear words in context so you can learn the different meanings and how they are used;
• It is also beneficial if you hear and also have the opportunity to respond. This reinforces knowledge and provides a greater understanding. Being able to hear, comprehend, analyze, and then produce a word in the form of a reply will improve vocabulary.

Turner and Williams (2007) suggest that practice and repetition in both verbal and written forms of vocabulary assists in improvement. Even in its spoken form, vocabulary knowledge involves knowing the different meanings of a word; how to use the word properly; foundational forms and derivations; associations with other words; and, any associated rules (Tekman and Daloglu, 2006). Knowing a word can be broken down into two types:

• Receptive – where the student has the ability to identify a word when they hear it spoken or read; and
• Productive – where the student can produce the word when they write and speak it (Tekman and Daloglu, 2006).

Vocabulary knowledge can also refer to the number of words a person knows and the depth at which the word is known (Tekman and Daloglu, 2006). It is common to hear and read words that you recognize but do not possess a thorough understanding of. This is where contextual clues assist comprehension in both the written and spoken environment.

Another method to improve vocabulary quickly and effectively involves e-learning. This technique for learning incorporates all the abovementioned principles and creates a fun and interactive learning experience. I’ll talk about e-learning in the next post of this series.

References: Please see our reference page for the complete list