Memory in language acquisition
There are the following stages of the memory processes: encoding, storage and retrieval (Eyesenck, M. and M.Keane.1997. Cognitive psychology. Psychology Press). The process of memorizing words is shown by the flow-chart:
  Primary memory
| Attention | Short-term memory | Rehearsal | Long-term memory |
Primary memory functions during the first seconds of the word perception. It has an extremely limited capacity (magic number of +-7 digits) (Miller, G. 1991. The Science of Words. N.Y.) It is a very fragile storage of words in mind as any distraction causes forgetting the information. The last few items are usually much better remembered than the previous items. Short-term memory processes the meaning of words and at this stage the form of the word can be lost while the meaning remains in store. Long-term memory keeps the meaning of the word together with meaning-and-form associations. When it is necessary to retrieve a word from memory, both meaning and form can be sought in mind and a “substitute word” can be produced instead of the original one. This means that insisting on the learners to produce exactly the words that were once practiced in class does not fully conform with the natural memory mechanism.
Exploratory task 2.2
Try to memorize the given words in the two ways. The first way is to read List 1 and to write the words that you were able to recall in the space provided. The second way is to read List 2 and to write the words that you were able to recall in the space provided. How do you account for the difference?
| List 1 | Recalled words | List 2 | Recalled words |
| Dummy | Key-board | ||
| Adapter | Screen | ||
| Alibi | Mouse | ||
| Ignition | File | ||
| Hinge | Memory | ||
| Ambulance | Processor | ||
| Blender | Floppy-disk |
Teaching and learning words is organised with vocabulary exercises (Oxford, R. 1990. Language Learning Strategies. Mass.: Newbury House.) The studies show that not surprisingly the learners' main approach is simply to try to memorise the words they do not know. Beginners prefer learning words in a list, while more advanced learners find context more effective (Ellis, R. 1994.The Study of Second Language Acquisition. OUP. P. 553-554). Exercises to acquire vocabulary are meaning interpretation (facilitating word understanding), word reinforcement (making learners practice the use of vocabulary in vocabulary focused activities) and communicative use (creating communicative conditions for using the instructed vocabulary), mnemonic exercises (using the technique to facilitate memorisation) are used. The activities for teaching vocabulary are given in the table:
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| Meaning interpretation | Word reinforcement | Communicative use | Mnemonic exercises |
| · Pictures · Gestures · Context · Synonyms · Antonyms · Enumeration · Descriptions · Cultural interpretation · Guessing · Translation | · Translation · Associations · Rating · Recalling · Combination · Transformation · Completion | · Pictures · Circumstances · Context · Imaging · Drama · Prose (cloze) · Poetry (cloze) · Story-telling · Games | · Paired associates · Rhyme · Rhythm · Motion · Location (placing words in the imagined space) · Imagination |
Meaning interpretation can be done with the use of the context, synonyms and antonyms. E.g. “abject” – “making one feel pity”. It is useful to enumerate some words to lead the learner to understanding a more general word (superordinate) . E.g. dress, shirt, trousers, skirt, coat – CLOTHES. Some words need a cultural interpretation of meaning, e.g. the word “silly” sounds milder in English than a corresponding word in a language like Russian. Other words can have an indication “rude”. A word can be guessed from context or explanation. It can certainly be translated if necessary. Word reinforcement can be done in translation exercises. Learners can do word association activities (associate as many words as you can with the key word “hunting”). In rating activities the students are asked to rate a number of words (e.g. food items) in order of importance and to prove one’s chosen order. Students can derive word forms from the given stem. E.g. turn the following words into nouns: compete, respond, press, retire, defer, secure, deter, demolish, capable etc. Completing the gaps can be done in separate sentences and in the gapped versions of the whole text. Communicative word use can be organised with the help of pictures for description (communication becomes more meaningful if the pictures have a “deep” or vague meaning and can be interpreted differently thus boosting a debate). Situational circumstances and drama activities can also stimulate the use of certain words. Imagination and story telling can be useful tools. E.g. “imagine a birthday cake of your dream and describe it”. Cloze activity (completing the gaps in the texts) can be applied to both prose and poetry. Communicative games can be helpful. E.g. the learners get the cards with objects on them such as “a car”, “a telephone”, “a watch” etc. Their task is to ask for a favour, mentioning the object on the card, e.g. “Can I use your telephone?” etc. On the back of each card there are words “Yes, please” or “No, sorry”. The one who collects most of the cards ahead of others is the winner (After Hadfield, J. 1995. Advanced Communication Games. Nelson. P. VIII). Mnemonic exercises can help memorising the words. Learners can try remember the words using association pairs with other familiar words. They can practice memorised words by using rhyme, rhythm and motion (marking the rhythm with wavering one’s hand etc). They can place the words in the imagined locations (e.g. an elephant can be placed in the fridge) and name the memorised words by recalling the imagined places where the objects stay put. They can use imagination and think of a horror story with the newly remembered words.
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SAQ 2.1
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