B. Word Cards 1.
The Definition of Word Cards
Word card is one of teaching vocabulary technique suggested by Paul Nation in his book New Ways in Teaching Vocabulary and Learning
Vocabulary in Another Language
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. Nation preferred a systematic technique in teaching vocabulary to incidental approach.
Word card is one kind of form focused instruction, it is a type of teaching which “involves some attempts to focus learners‟ attention on specific
properties of the L2 so that they will learn them”
20
, it means, using word cards is intended to
“develop some elements of language such as pronunciation, grammar, vocabulary, spelling, and so on
”
21
. As the writer mentioned in the paragraph above, using word cards is a systematic
technique, the students are introduced into new words explicitly and teacher has known what words that shehe is going to give to the students.
“The term learning from word cards is the association between a foreign language word form written or spoken and its meaning often in the form
of a first language translation, although it could be a second language definition or a picture or a real object, for example.
”
22
Using word cards is not only memorizing the words, it also supplies the words repetition that can be helpful for their memorization. The words are
stored longer on their mind than just memorizing the words list. It is also flexible because the words on the cards can be adjusted with students
material. In the simplest form of learning from word cards, a learner writes a
foreign word on side of small, easily carried card and its first language
19
Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition, and Pedagogy................................p.11
20
Rod Ellis, The Study of Second Language Acquisition, Second Edition Oxford: Oxford University Press,2008,p.963
21
Long, M., Robinson, Focus on form instruction in classroom second language acquisition Cambridge: Cambridge University Press,1998.p.15
22
ISP Nation, Learning vocabulary in Another Language Cambridge: Cambridge University Press,2001 ,p.169
translation on the other. “The learner goes through a set of cards looking at
each foreign language and trying to retrieve its meaning. If it cannot be retrieved, the learner turns the card over and looks at the translation.
”
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2. Techniques in Using Word Cards
There are some techniques that teacher can use to teaching vocabulary by using word cards, Scott Thornbury has suggested some steps that teacher can
do in teaching vocabulary through word cards, they are
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: a.
Learners write a word to be learned on one side of a small card and its mother tongue translation on the other.
Front Back
b. Depending on the difficulty of the words a full set at any one time
should consists of between 20 and 50 cards. c.
Words do not have belonged to lexical sets – in fact it is probably better that they do not, to avoid the interference effect of words of similar
meaning being learned together. d.
Learners test themselves on the words by first recalling the meaning of the new words.
e. They then reverse the process, using the translation to trigger the form
of new word. f.
Words that cause difficulty should be moved to the top of the pile. In any case, the cards should be shuffled periodi
cally to avoid „serial effect‟ – that is, remembering words because of the order they come in
and not for any other reason.
23
ISP Nation, Learning vocabulary in Another Language Cambridge: Cambridge University Press,2001 ,p.169
24
Scott Thornbury, How to Teach Vocabulary ……………………….,p.147
Put
Meletakkan
g. The sequence of learning and review should become increasingly
spaced. h.
As words are learned they should be discarded, and new word cards made and added to the set.
Dr. Irfan Tosuncuoglu in Teaching vocabulary for active use also gives some steps that teachers or students use in enriching vocabulary through word
cards, the steps include
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: a.
Write the vocabulary items on individual cards with their translation on the reverse side. See how many words you can remember from the
English definition by turning them over one by one; then try it the other way round. This game is more fun if played with two or more people
Separate out the ones you find hard to recall and carry them around with you in your pocket, reviewing them while waiting for buses, standing in
line to buy tickets, etc.
b. Learn the words in the context of the sentences in the dialogues of your
textbook. c.
Say the words out loudly. d.
Write down the words that are most difficult to memorize on a separate sheet of paper and give extra time to them,
e. Tape-record the words and their definitions; then listen to the tape
several times. Use the pause button to test yourself. Associate words with pictures,
f. Group them by generic categories, e.g. furniture, foods.
g. Make sentences using the new vocabulary and grammar patterns ready
for use in class. Comparing between the first technique suggested by Scott Thornbury
and second technique suggested by Irfan Tosuncuoglu, the second technique is more adjustable with the senior high school curriculum which demands the
students more active in the class. Learning vocabulary is not only memorizing the words and their meaning, but also applying them into sentences and
paragraphs. The second technique covers what students need more than the first, that is
the writer prefers implementing the second technique in the classroom.
3. Some Activities in Using Word Cards
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Irfan Tosuncuoglu, Teaching Vocabulary for Active Use Kyrgyz: Manas University Press,2008,p.143
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