Vocabulary Learning Essay

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What are the challenges in using memory strategies to learn vocabulary? by Alexandra Høle.

Introduction.
"Building up a useful vocabulary is central to the learning of a foreign language at primary level." (Cameron, 2001, p. 72). Since I agree with Cameron, I have chosen to write about learning strategies, and memory strategies specifically, in relation to vocabulary learning. My own experience and belief is that young learners would benefit from being more aware of which strategies are available to them in order to learn new vocabulary more efficiently. O'Malley (in Brewster, 2002, p. 55) states that "students without metacognitive approaches are essentially learners without direction and ability to review their progress". Awareness of
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After looking at these challenges, I will discuss how this will affect my approach to student learning when in the classroom. In the end I will look at what I am going to do when in practice.
A challenge: see if you can rephrase in a way to reduce the number of I’s.
Definitions.
R. Oxford defines learning strategies as "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations" (Oxford, 1990, Richards & Lockhart, 1996, p. 63). These actions are what Brewster, Ellis and Girard (2002) call development of metacognitive awareness. It is essentially getting the pupil to focus on the process and how they learn, instead of just focusing on what they are going to learn. According to Brown, this awareness can be of great importance in order to learn efficiently (Brewster, Ellis & Girard, 2002, p. 53).

There are many different learning strategies, which can be used at different times and in different ways to make students' learning more efficient. However, I will focus on the use and challenges of memory strategies. Schmitt (2000) describes memory strategies in Vocabulary in Language Teaching, as strategies where the learner connects the new word to previously learned knowledge (Schmitt, 2000, p. 135). Schmitt found that "a new word can be integrated into many

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