Learning new vocabulary words

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How to memorize new vocabulary faster: 9 tips ‹ GO Blog

No matter how good your grammar is, if you don’t know any words that you can use it with, you (literally) won’t get very far with your language skills: Vocabulary opens up doors to new worlds and makes learning fun and satisfying.

But expanding the range of word you know is like a diet: You have to put in some effort and there’s neither a magic trick nor a secret or one-approach-fits-all way to do it. Everyone has to find what works for them; but being patient, setting realistic goals, and rewarding yourself if you reach them are a good strategy that can be complemented with any of the following points.

A popular way to memorize vocabulary is the use of mnemonics, which are mental shortcuts that help you remember more complex concepts or words. For example, you can create associations between words: If you don’t know how to spell the words accommodation, just remember that it has two cots that need two mattresses. Or you come up with an acronym: Like, when you need to go to the STORE to buy Spaghetti, Tomatoes, Olives, Rice, Eggs. The problem is, of course, that you still have to memorize the acronym, song, or association, but with a little bit of practice, you’ll get good at coming up with creative and useful connections. And: The longer you think about acronyms or associations, the better will you remember the words that come with it.

When you’re studying abroad, you will hear and read the language everywhere and learn much faster through immersion. But you don’t have to go abroad to slowly increase the number of words you know – you can create an inspiring and study-friendly environment wherever you are: Buy magazines or books in the new language, watch movies, and cook (or just eat) the local food.

A good idea to learn more words faster is to put them in context: Instead of writing lists of random words, try to put them in sentences. That way, you know how the word is used in real life. Plus, if you come up with funny sentences, it will be easier to memorize. Depending on how you learn, you can also make drawings or find images that will complement the sentences and put the words into their natural habitat.

Speaking of context: Movies, TV shows, books, podcasts or songs are not only a great source for the most common words, they can also help you memorize the vocabulary because they always come associated with a scene, a person, or a (real-life) event. So, try to read books or watch movies in the original language (with subtitles) and figure out what the words mean. If you see or hear a phrase or sentence that you don’t understand, write it down, look it up and start memorizing it.

If you want to take language learning to the next level, leave enough space for mind maps with associated words, synonyms or antonyms. If you want to get the most out of your learning process, try not to translate the word into your native language, but instead, explain and describe it in the language you’re trying to learn.

Everyone learns differently, so if you don’t already know what works for you, try as many different ways – or a combination thereof – as possible: Flashcards, apps, lists, games, or post-its, are great ways to memorize vocabulary. The same goes for finding the right time: Some people want to set apart a specific time, others learn more spontaneously. No matter which approach you choose, be sure to get into some kind of rhythm – practice makes perfect, after all.

Just like you have to find the right tools that work for you, it’s also important to make the learning experience as encompassing as possible: Don’t just read the words from cards or lists – hear them pronounced, say them out loud yourself and write or type them. The more you make your encounter with the words an experience for all senses, the better. (Why not eat ice cream while learning what the different flavors are called?)

If you want to expand your vocabulary because you want to work at a marketing firm abroad, you probably don’t have to read Shakespeare’s novels or focus on words that pertain to the Middle Ages. The more practical and popular the words are for your career, hobbies and real-life conversations, the easier they are to learn – and you will be able to use them more often. (This can be like a game: You can reward yourself every time you used a certain word in a real-life conversation.)

Remember to not just repeat current words, but also the “old stuff” that you think you’ve memorized already. You don’t have to look at the stored words as often as the new vocabulary, but the more you use the words, the better you’ll remember and recall them.

STUDYING NEW VOCABULARY WORDS AS A MEANS OF ACTIVATION OF COGNITIVE ACTIVITY OF JUNIOR SCHOOLCHILDREN | Educational and methodological material on the Russian language (grades 1, 2, 3, 4) on the topic:

STUDYING NEW VOCABULARY WORDS AS A MEANS OF ACTIVATING THE COGNITIVE ACTIVITY OF JUNIOR SCHOOLCHILDREN

Author: Filippova E.V., primary school teacher

MOU " Afanasievskaya secondary school»

"A teacher's deadly sin is to be boring. Try to make every lesson unforgettable for a student!" I.F. Herbart

KD Ushinsky noted that the main task of teachers is not just to present the material, but to awaken the abilities of children, to attract their active attention. It is impossible to intensify the activity of students without awakening interest in this activity. Cognitive interest should become a motive for learning and a persistent character trait of the student.

Psychologists say that if the teacher finds the most effective way to convey material, information, then children will be able to master more complex material than it is in the school curriculum. It is important to pay attention to the features and development of cognition in children of this age. nine0003

I would like to share with you my own experience of developing cognitive activity in Russian language lessons at the stage of learning new vocabulary words.

It is known that there are many words in the Russian language, the spelling of which does not obey the rules of verification. It is necessary to develop all types of memory in schoolchildren: auditory, visual, emotional, tactile. The task remains to make the process of studying vocabulary words interesting and informative, as well as to reduce the anxiety of children before writing a vocabulary dictation. nine0003

It's no secret that many children have such a hard time memorizing dictionary words, they forget, they don't want to learn, but like a dictionary dictation, there are a lot of mistakes. Is not it?

This will be the case if vocabulary work is carried out monotonously and monotonously.

And new vocabulary words, indeed, will not be remembered if cognitive processes are not involved at this time: attention, sensation, perception, thinking, imagination, and, as a result, memory and speech. And how to do it in order to draw the child's attention to a new vocabulary word, so that all kinds of sensations work, so that perception is conscious, figurative, alive, so that thinking, memory and speech work? nine0003

I am sure that the student needs to be deeply imbued with this word, and this can only happen if the student himself studied this new word, researched, discovered it, felt it, understood it, made many discoveries within this word, and was be happy with your research.

In my lessons, the study of new vocabulary words takes place in the form of a game in which children act as explorers. How much material is here for research, observation for children!

Before starting work with a new vocabulary word, I tell my students that now they will be research scientists, and they have to study, learn a lot about the word. Children understand what kind of work they have to do.

The first step is direct visual acquaintance with the word. This always happens unexpectedly: a note with a word can fly into the classroom on a paper airplane, or an envelope with a word inside is brought, or even a bundle with a word can be thrown through an open window, or a word on a balloon can be attached to the ceiling. nine0003

Sometimes, at my request, one of the students pronounces the word silently, but moving his lips clearly, the rest of the children must guess what the word is, or without naming the dictionary word, he explains to everyone the lexical meaning of the word. Children guess and write down with pronunciation. Thus, I draw attention to a new vocabulary word. Sometimes I do something simpler: I encrypt a word (a confusion of letters, syllables) or present a riddle to the children or play the game “Guess the word”. The essence of the game is that the word is written without vowels, for example, tvrsch (comrade), and. d.

First, the children give a lexical interpretation of the given word. This is where the game "I am an alien" begins. I tell the children: “I am an alien. I don't understand what the word means, please explain. Children indicate the unambiguity or ambiguity (homonymity) of a given dictionary word. Examples of the polysemy of the word are given (for example, the word went - polysemantic: it was raining, a man was walking, it was day, etc.).

Then I ask the children to say everything they can about this word: the number of syllables, the characteristics of syllables (open, closed syllable), the number of letters, sounds, stressed sound, unstressed sound, the characteristics of consonants, then the children find weak positions for vowels or consonants, perform the transcription of the word. For example, the word shore is two syllables, the first syllable is open, the second syllable is reg closed; this word has five sounds and five letters; stressed sound [e] in place of the letter e, unstressed sound [i] in place of the letter e; consonant sound [k] in a weak position; two consonants are voiced, one is deaf, two are soft, one is hard. Transcription of the word [b, er, and k]. nine0003

Next, I suggest that the children think about whether it is possible to get rid of any erroneous places. For example, the word pie. In it, the spelling "Pair consonant" is in a weak position. Children voice the spelling and explain what needs to be done so that the double consonant is in a strong position.

Next, the children can change the form of the word, select words with the same root, synonyms, antonyms (if possible) for the new dictionary word. For example, the word comrade: cognate words - comradely; synonyms - friend, friend; antonyms - enemy, enemy. nine0003

Next, we first compose phrases with a new word, then sentences with this word. Moreover, I suggest that children first come up with a sentence in which a new vocabulary word would act as the main member of the sentence (subject or predicate), and then a secondary one. If the students find it difficult, then I suggest that if the object, which is denoted by a given word in a sentence, itself performs an action, then this word will act as the main member of the sentence, if the action is directed at itself, then the word will perform the function of a secondary member. For example: A friend gave me an interesting book. I visited a sick friend. nine0003

Next, we children pronounce the word with different intonation, and I often do it this way: one row pronounces with one intonation, for example, an interrogative one, and the other row answers with the same word, but with the intonation of the narrative. At the end of the work, we recall proverbs or sayings, riddles with this word. I invite children to make new words from the letters, syllables of the given word. For example: from the word picture, children can compose the following words - map, mud, cancer, tank, shooting range, arch, rakita. You can immediately connect your imagination and think about what associations this dictionary word evokes. nine0003

Of course, it is difficult to take all this in class, it is too voluminous work. But, firstly, the teacher can offer the students any separate tasks, actions for studying the word, alternate them in lessons. Secondly, he can take the amount of work corresponding to the age of the children, depending on whether your grade is first or fourth. In addition, the teacher can take exactly those elements of the work that correspond to the topic of the lesson, thereby observing the phasing and logic during the lesson. For example, the compilation of sentences in which the studied vocabulary word acts either as a main or a secondary member can be taken at consolidation lessons with the topic “Main and Minor Members”. nine0003

If any part of speech is studied at the lessons, well, let's say, a noun, then you can ask the children to determine the part of speech and voice all the morphological features that this word carries. Then you can form other parts of speech from this dictionary word.

When studying the topic “Composition of a word”, you can invite children to parse a new vocabulary word by composition, think about what word it came from, for example, the word dandelion came from the word blow, using a prefix and a suffix. nine0003

Work on the vocabulary word continues at home: students do small projects with the given word in any form: on a piece of paper, come up with a small verse, story, fairy tale, riddle, depict the word in any form. It is not difficult for them to do this, since they received all the information about the word in the lesson. At the end of the quarter, children make puzzles, crossword puzzles with learned vocabulary words.

Such actions help to make acquaintance with new dictionary words interesting and lively, and not boring, and the word itself, its spelling is better remembered. Such work has its results - even poorly performing students master the spelling of vocabulary words well and make a small number of errors in vocabulary dictations. nine0003

I can state this with confidence, because when carrying out such work, students use all types of memory: auditory, visual and tactile, and as a result, children create a strong visual, visual-verbal image of the word, and whether the students want it or not , but firmly remember the spelling of each dictionary word.

Conclusion

As a result of the system of exercises on the vocabulary word, students master the meanings so that they develop skills and abilities to quickly and accurately apply the acquired knowledge about the word in practice. with the help of exercises, the knowledge of children is not only fixed, but also refined, the skills of independent work are formed, and the skills of mental activity are strengthened. Children continuously have to analyze, compare, make phrases and sentences, abstract and generalize. Through exercises, knowledge is systematized and automated. nine0003

Systematic and purposeful work on difficult words arouses students' interest in learning these words and contributes to their strong and successful memorization. This leads to the fact that the student freely masters the vocabulary material and accurately applies it in practice.

New vocabulary words are perceived and remembered more easily, as the student performs practical actions with them.

References
1. Agarkova N.G. Learning to write as a basis for the speech development of a younger student. - M., 1990.
2. Bogoyavlensky D.N. Psychology of mastering spelling. - M., 1989.
3. Vlasenkov A.I. Developing teaching of the Russian language. - M., 1993.
4. Zhinkin N.I. Psychological foundations of speech development // In defense of the living word. -M., 1989.
5. Karpyuk G.V. Education and upbringing of younger schoolchildren. - M., 1989.
6. Lipkina A.I. Work on the oral speech of students. - M., 1993.
7. Politova N.I. The development of students' speech in Russian language lessons. - M., 1994.
8. Rozhdestvensky N.S. Teaching spelling in elementary school. - M., 1975.

9. nsportal. ru›Primary school›…-nad-slovarnymi-slovami

v-nachal-noi…

“to transfer” to other phenomena of language that he encounters. As a result of a system of exercises on a dictionary word, students master the meanings so much that they develop skills and abilities to quickly and accurately apply the acquired knowledge about the word in practice. With the help of exercises, the knowledge of children is not only fixed, but also refined, skills of independent work are formed, skills of mental activity are strengthened. Children continuously have to analyze, compare, make phrases and sentences, abstract and generalize. Through exercises, knowledge is systematized and automated. What should be the vocabulary and spelling work, and what does it represent? Vocabulary and spelling work is a set of purposeful, systematically conducted exercises aimed at mastering by students the lexical, grammatical, pronunciation and spelling norms of the literary language. nine0067 So, in order to achieve literate writing, so that the teacher's work with dictionary words is effective, you need to use a variety of methods, techniques, methods that would be more effective for firmly remembering the correct spelling of dictionary words. That is, we need a new approach to vocabulary and spelling work in the Russian language lessons.

New vocabulary words are perceived and remembered more easily, as the student performs practical actions with them.

do not get to work at this time

It is necessary that the child uses the same word 5-7 times in various exercises. This leads to the fact that the student freely masters the vocabulary material and accurately applies it in practice.

The problem of the formation of spelling vigilance in the modern school is becoming increasingly important. As you know, the literacy of school graduates is declining, despite the fact that students learn the rules, and teachers use a variety of methods and techniques. And every teacher knows how difficult it is to study vocabulary words, how quickly children get tired of monotonous repetition, how reluctantly they look at the last page of the textbook in the dictionary. nine0067 It is known that there are many words in the Russian language, the spelling of which does not obey the rules of verification. It is necessary to develop all types of memory in schoolchildren: auditory, visual, emotional, tactile. The task remains to make the process of studying vocabulary words interesting and informative, as well as to reduce the anxiety of children before writing a vocabulary dictation.
The skills of writing vocabulary words, on the one hand, largely depend on the vocabulary capabilities of children, their active vocabulary, on the other hand, the study of such words and conducting vocabulary and spelling exercises should help to activate the vocabulary of younger students. nine0067 In elementary school, the Russian language program provides for the compulsory study of words whose spelling is not checked by the rules. One of the main tasks facing the teacher is the task of teaching the child to write these words without errors. To make the process of assimilation of difficult words more effective is a difficult task, requiring a lot of creative work from a modern teacher.
It is not enough for the student to become familiar with the grammatical phenomenon as such. It is important to ensure that the meanings are fixed so that the student can

It is necessary to develop all types of memory in schoolchildren: auditory, visual, emotional, tactile. The task remains to make the process of studying vocabulary words interesting and informative, as well as to reduce the anxiety of children before writing a vocabulary dictation.
The skills of writing vocabulary words, on the one hand, largely depend on the vocabulary capabilities of children, their active vocabulary, on the other hand, the study of such words and conducting vocabulary and spelling exercises should help to activate the vocabulary of younger students. nine0067

References

1. Agarkova N.G. Learning to write as a basis for the speech development of a younger student. - M., 1990.
2. Bogoyavlensky D.N. Psychology of mastering spelling. - M., 1989.
3. Vlasenkov A.I. Developing teaching of the Russian language. - M., 1993.
4. Zhinkin N.I. Psychological foundations of speech development // In defense of the living word. -M., 1989.
5. Karpyuk G.V. Education and upbringing of younger schoolchildren. - M., 1989.
6. Lipkina A.I. Work on the oral speech of students. - M., 1993.
7. Politova N.I. The development of students' speech in Russian language lessons. - M., 1994.
8. Rozhdestvensky N.S. Teaching spelling in elementary school. - M., 1975.

nsportal.ru›Primary school›…-nad-slovarnymi-slovami

infourok.ru›…slovarnimi-slovami…nachalnoy-shkole…

kopilkaurokov.ru›…slovarnymi-slovami-v- nachal-noi…

The more interesting the learning activity of a junior student, the greater his abilities and opportunities that make the learning process easy...

Many teachers are looking for ways to "enliven" their lessons, involving students in active work. Preserving the main form of the lesson, they give it original, non-standard techniques, creativity and creativity, thereby increasing the interest of students in the educational process. Usually, in such lessons, children are enthusiastic, efficient, and, of course, the effectiveness in the classroom increases.

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in Russian (Grade 1) on the topic: Work ...

nsportal.ru›Primary school›…-slovami-v-nachalnoy…

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in Russian (grade 1) on the topic: Work...

nsportal.ru›Primary school›…-slovami-v-nachalnoy…

my work on vocabulary words in primary school. ... From the experience of working on the topic "Working on vocabulary words in elementary grades".

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How to help your child remember the spelling of vocabulary words

nsportal.ru›Primary school›…-nad-slovarnymi-slovami

my work on vocabulary words in elementary school. The question of the spelling of unstressed vowels is fundamentally one of the most important issues not only in the primary, but also in the middle school. nine0003

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Working with vocabulary words in elementary school

infourok.ru›…slovarnimi-slovami…nachalnoy-shkole…

All difficult words studied in elementary school can be divided into thematic groups: "Animals" . ..

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Presentation "Working with vocabulary words ..."

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Work on vocabulary words. No. 3. Game forms of education in elementary school. ... Solving problems for the course of elementary school. Student-centered learning in elementary school.

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“Working with vocabulary words in Russian lessons...”

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Conclusions. In my work, I tried to cover the issue of work as fully as possible with dictionary words in Russian language lessons in elementary school.

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Working with vocabulary words in primary school...

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Working with vocabulary words in Russian language lessons in primary school

Authors : Borisova Lyubov Vladimirovna, Tolstova Oksana Alexandrovna nine0003

Heading : Pedagogy

Posted by in young scientist No. 47 (442) November 2022

Publication date of : 11/26/2022 2022-11-26

nine0191 Article viewed: 27 times

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Borisova, L. V. Work with vocabulary words in the lessons of the Russian language in elementary school / L. V. Borisova, O. A. Tolstova. - Text: direct // Young scientist. - 2022. - No. 47 (442). - S. 388-390. — URL: https://moluch.ru/archive/442/96856/ (date of access: 01/29/2023).



Vocabulary is critical to understanding the meaning of a written or spoken text. Without knowledge of the key vocabulary in the text, the student may have serious problems understanding the message.

Vocabulary words are critical to the academic success of every student. In and out of the classroom, a student's success depends on reading comprehension and development of their mother tongue. nine0226 Effective vocabulary strategies help you teach your kids as they learn new words.

Developmental delays, reading difficulties, and infrequent exposure to new words can cause students to fall behind in academic achievement. However, most teachers agree that passive learning is not the best way to help students build vocabulary through vocabulary work.

Keywords: nine0226 Russian language, dictionary words, elementary school.

Vocabulary is crucial for understanding the meaning of a written or spoken text. Without knowledge of the key vocabulary in the text, the student may have serious problems understanding the message.

Vocabulary words are crucial to each student's academic performance. In and out of the classroom, a student's success depends on reading comprehension and the development of their native language. Effective vocabulary strategies will help you teach children as they learn new words. nine0226

Delays in development, difficulties with reading and rare familiarity with new words can lead to lagging in student performance. However, most teachers agree that passive learning is not the best way to help students increase their vocabulary by working with vocabulary words.

keywords: Russian language, vocabulary words, elementary school.

Learning new words is like adding to your writing wardrobe. Your writing becomes much more interesting and exciting when you have more options. Below we present vocabulary activities suitable for working with younger students and provide children with a variety of learning options to help them build their own word bank. nine0003

Mapping words. Word cards help deepen the understanding of a verbal word by connecting it with other words and concepts that students already know [1, p. 34].

Using the Fryer model. Fryer models are a popular way to learn new words and concepts. Children define the word in their own words, then list facts and characteristics, examples and non-examples.

Drawing vocabulary notes. Children and teachers love sketches! Instead of writing out definitions, you can ask students to draw a sketch that summarizes each word. This is much more fun and gives children a visual association and helps them remember the meanings [1, p. 45]. nine0003

Pushing the word forward. Grouping dictionary words together with several other words with similar meanings and one antonym. Students determine the antonym and “throw” it to the next cell, filling in the next group of words. They continue until the worksheet is filled [2, p. 52].

Placement of thematic board in the classroom. It is possible to arrange a word graffiti wall as a collaborative word wall. In class, post the words on the wall and have the children add stickers to illustrate the term (they can use words or pictures). On the Internet, you can find a tool such as "Padlet" or "Google Slides". nine0003

Choosing a word to describe the character. This is a great way to practice vocabulary from the books you read. You can ask students to use different words to describe different characters in the book, their feelings, thoughts and actions [3, p. 13].

Filling in the word from A to Z. This word game is fun and challenging and you can play it at any age. You can choose a word and then ask the children to come up with related words for as many letters as possible. It can be synonyms, antonyms, examples, and more. More difficult letters bring more points! nine0003

Using RAFT to write vocabulary stories. Writing a story using dictionary words is a long-time favorite, but the RAFT method gives it a new twist. Students are assigned a Role (the point of view from which they will tell the story), Audience, Format, and Theme. For example, it could be an astronaut (Role) who writes a postcard (Format) to his friends back home (Audience) about what they saw on Mars (Theme). RAFT is especially good for kids who claim they don't know what to write about [4, p. 23]. nine0003

Discovery of the "power" of words. Vocabulary words take on more meaning when students incorporate them into their daily lives. You can encourage children to use vocabulary in speaking and writing outside of language class.

Creation of graphic organizers. Colorful organizers are a terrific vocabulary activity. This work can also be done in digital format. You can ask the children to make a slide show, one slide per word.

An exploration of shades of meaning. This is a great idea for learning synonyms and the little differences that make words unique. You can ask for strips of paint samples at your local hardware store, or buy a set of pictures. In class, you can use these drawing strips to make crafts for the bulletin board. You can also organize work in a virtual environment. To do this, ask the children to print strips of pictures at home or use the images to create slides or digital worksheets [2, p. 23]. nine0003

Use of social networks. This is one of those word exercises that kids will want to do over and over again! Assign each student a word and ask them to create a fake social media page for them. They can draw them by hand or fill out a template like this from teachers paying teachers. You can post images to a shared Google Slideshow for other students to view.

The use of acrostics. You can write an acrostic for each dictionary word, using the letters to identify the first word in each line. This can become really challenging when the words are longer! nine0003

Collecting words. This is one of those picture books that older kids will love as much as toddlers. You can use it to remind your kids that they don't need a dictionary to learn new words - new words are all around them. It is important to encourage them to keep their own word list or diary to write down new words they want to learn and use more often [3, p. 31].

Literature:

1. Zhinkin, N. I. Psychological foundations for the development of speech. In defense of the living word. − M., 2019.
2. Repkin, V.V. Organization of developmental education in the Russian language. − Т., 2019
3. Fedorenko I. T. Tasks for working on vocabulary words. - M., 2020.
4. Tsybulko I. P. Development of spelling skills - M .: Federal Institute of Pedagogical Measurements, 2019.

Basic terms (automatically generated) : word, child, learner, RAFT, stock, learning new words, crucial.

Keywords

Russian language, elementary School, dictionary words

Russian language, vocabulary words, elementary school

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