Developing students’ vocabulary learning strategies. Learning Strategies

Developing students’
vocabulary learning strategies.
Learning Strategies
The research of the mid-1970s led to some very careful defining of specific learning strategies. In some of the most comprehensive research of this kind, Michael O'Malley and Anna Chamot and colleagues (O'Malley et al 1983,1985a, 1985b, 1987, 1989; Chamot& O'Malley 1986,1987; O'Malley and Chamot 1990; Chamot et al. 1999) studied the use of strategies by learners of English as a second language in the United States. Typically, strategies were divided into three main categories.
Metacognitive is a term used in information-processing theory to indicate an "executive" function, strategies that involve planning for learning, thinking about the learning process as it is taking place, monitoring of one's production or comprehension, and evaluating learning after an activity is completed (Purpura 1997).
Cognitive strategies are more limited to specific learning tasks and involve more direct manipulation of the learning material itself.
Socio-affective strategies have to do with social-mediating activity and interacting with others. Note that the latter strategy, along with some of the other strategies listed in Table 5.2, are actually com­munication strategies.
The Importance of Vocabulary Development
According to Steven Stahl (2005), “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world.” We continue to develop vocabulary throughout our lives. Words are powerful. Words open up possibilities, and of course, that’s what we want for all of our students.
Incidental and Intentional Vocabulary Learning
How do we close the gap for students who have limited or inadequate vocabularies? The National Reading Panel (2000) concluded that there is no single research-based method for developing vocabulary and closing the gap. From its analysis, the panel recommended using a variety of indirect (incidental) and direct (intentional) methods of vocabulary instruction.