9 tips for teaching vocabulary to language learners

Memorising new vocabulary can be one of the hardest parts of learning a language and is often the most overlooked aspect of a lesson.

As language teachers, we often assume that just because a student has been exposed to a word, orally or in writing, we have done our job and the word has been learnt. Unfortunately, that is not the case.

Research shows us that the average person needs to be exposed to a word between six to twelve times (or more!) before it enters their long term memory, so finding ways to provide this exposure and encourage true vocabulary learning is essential.

Here are nine tips for helping students learn vocabulary:

1. Introduce the word in context.

Words in isolation are rarely useful. If a student hears the word ‘investment’ but doesn’t know that it is most often used in relation to finance or that it is usually followed by the preposition ‘in’, it is of much less use to them. Whenever you teach a new word, provide or point out the context it is used in and then encourage users to practise it in that context, perhaps by creating sentences, or using it within a real-world task. For example, in the case of the word ‘investment’, students could role-play opening a bank account.

2. Create a word table.

Instead of just introducing the new item of vocabulary with its translation, ask the students to dig deeper into a new word. Create a table with columns such as ‘part of speech’, ‘pronunciation’, ‘related words’, ‘register’, ‘collocations’ and ‘example’ and encourage students to find out this information for themselves using a dictionary. This deeper dive into the word creates stronger links in the mind, thus transferring it into the long term memory more quickly. It also means that when students come to use the word, they will have more relevant information about its use.

3. Use semantic mapping.

Another way to form associations between words and build up a mental vocabulary bank is to use ‘semantic mapping’. This means connecting words which are related by meaning. For example, when learning the word ‘build’, a student might think of ‘building’, ‘construction’, ‘development’, ‘builder’. Creating a mind map with these related words can also help students to grow their vocabulary faster, as they are learning a group of words at the same time. Platforms such as www.canva.com can provide a fun way to make a digital mind map, or an old-fashioned piece of paper and coloured markers does the job!

4. Focus on collocations.

Collocations are words which commonly go together. Learning these is vital to ensuring that the word is being used correctly in context. For instance, when using the word ‘admit’ it is important to understand that it can be followed by ‘to’ (eg. admit to a problem’), used in the construction ‘admit + someone + to/into + somewhere’ (eg. ‘admit someone into the room’); or followed by a verb phrase (eg. ‘admit that he had failed’). It also commonly collocates with the word ‘defeat’. All of these constructions have different meanings and it can be confusing for learners if they don’t understand this difference. Additionally, the word may collocate differently in their language, which is often the cause of L1 interference, where the learner translates directly from their language. Use a website such as www.ozdic.com or an online dictionary such as www.oxfordlearnersdictionaries.com to expose learners to the word’s collocations.

5. Create digital flashcards.

Flashcards are a classic tool in the teacher’s toolbox, but they are still effective! Using digital flashcards, such as www.quizlet.com or www.brainscape.com in class provides students with a fun means of revising and testing their vocabulary knowledge. Quizlet allows you to create a ‘class’ and add flashcard sets which can be shared with the group (for extra learning, the students could create these themselves!). There are various fun options for studying, practising and testing, such as matching games, live class quizzes and an AI teacher who tests learners on their knowledge of words. This can be used as a nice break in class, or set as homework.

6. Use post-it-notes.

When learning vocabulary for physical objects, using post-it-notes to label the items in the room is a great kinaesthetic approach. You could turn this into a competition where students have to work in teams to label objects in a room as fast as possible. This has the benefit of adding a competitive element to the class, which always makes learning more fun and therefore more memorable. It is also a great idea to incorporate physical movement into the lesson as getting out of your seat increases circulation to the brain. Additionally, many students learn better when their whole body is involved - adults and children alike.

7. Make a personal word bank.

Word banks are a curated list of vocabulary that the student uses on a regular basis. It can include phrases and ‘chunks’ of language as well as individual words. Rather than listing every word or phrase they encounter, encourage students to be judicious and selective based on their language needs. The language should be categorised into sections, such as ‘vocabulary for visiting the doctors’, ‘vocabulary for cooking’. This can also be a good place to create a table, such as the one mentioned in tip #2. Learners should add to this bank on a regular basis and review it daily.

8. Create authentic tasks.

One of the most important things for students to do when they encounter a new word is to use it in an authentic situation. What this means in the classroom is creating opportunities where there is a genuine ‘communication gap’ in which the target vocabulary is essential to conveying meaning. This could be a group project, a role-play situation, a poster, or writing an email, for instance. Whatever the task, ensure it is something that would take place in ‘real life’, and set up the activity such that students need to use the new vocabulary. Providing task-based learning opportunities like this is believed to be one of the most effective ways to teach and results in much deeper learning than arbitrary memorisation of words with no context or purpose.

9. Keep a journal to reflect on vocabulary usage.

As scary as it may be to use a new word out in the ‘real world’, this is one of the best ways to learn! To encourage students in this process, you can ask them to keep a journal of how and when they used it and what the response was. They can use this to reflect on how it went, whether they felt they used the word correctly, and what they would do differently next time. For a more collaborative approach to this task, you could create a shared document, such as Google Docs or using Microsoft Teams, and ask students to write on it throughout the week.

Using the nine tips listed above, you can help your students to expand their vocabulary, expand their confidence and make rapid progress in their language learning!