Types of Vocabulary Vocabulary
the teaching and learning process, the main problem is: how does memory work? The working memory researcher separated these following systems:
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a. Short-term store: short-term store is a system in our brain to keep temporary information and that process of information is only required
when we think. If it compared with computer components, short-term memory is similar to RAM Random Access Memory that is a temporary
storage before being processed in the CPU Central Processing Unit, data stored in RAM will be erased or lost re-written with the next data. For
example, when someone mentions random numbers with a certain speed, and then we are asked to remember and mention of these numbers in order
as it mentioned, it needs short-term store. b. Working memory: Working memory is a system that supports information
for a while when complex cognitive activities take place, such as: reading comprehension in English and also in productive activities such as writing.
The example in the language learning process that involves working memory is the when the students listen to hear an unknown word in
English and then students are asked to repeat it a few seconds later. c. Long-term memory: is a system in our brain that has a function to keep the
information permanently, organized the information, and recall information at a time when the need it at the future. Usually, the
information that has stored in long-term memory will be able to remember for a lifetime. If it compared with components of computer, long-term
memory is similar to the hard-disk which permanently storage the data. Just like the brain, any of the data that are inputted into a computer will be
processed in RAM short-term memory but not all of the inputs or processing. For examples, a driver who has decade experiences will be
relaxed and easy to do many things while driving a vehicles, such as turn on the radio, change the radio channel, conversing with passenger, even
while determining the direction of the vehicle. All information about
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Scott Thornburry, How to Teach Vocabulary, Edinburgh: Pearson Educated Limited, 2002, pp. 23-26.
driving techniques, directions, and the problems on the road has been stored in long-term memory and automatically he will be called when
driving. It was not found in someone who is just learning to drive. There are several principles should be followed if we want to make sure that the
new information move into long-term memory storage: 1 Repetition: Repetition is reinforcing the words, if the learners have
seen the words in intense frequency, the learners have a better chance to remember it for long time. For example: Salvador is a Mexican and
a student of an aviation school. His school applied English as a prior language instead his English is not really good, but in his daily life he
often heard and speaks about aircraft and aviation. Even his English is not really good he knows some word such as air screw, carry-on
luggage, aisle seat, etc. He knows how to write that word and how to apply it because the frequency of the word is intense.
2 Retrieval: Retrieval is a process of searching for and finding information stored in the memory to be used again. This is another
type of repetition. Applying new words in written letter, writer essay, written email, and any kind written tasks will help the learner
remembering those words and applying the word again in the future. 3 Spacing: Spacing means better to divide a new word and try to
remember it in a period time than trying to remember several words in a single time.
4 Pacing: Pacing means that everyone has different learning style and speed in acquiring new words. Otherwise, the learners should realise
the suitable learning style for themselves to make their memory works well.
5 Use: Adding word “use” will make more interesting in acquiring new word to the long-
term memory. This principle also called “use it or lose it”.
6 Cognitive depth: The word will be better remembered if the learners feel that word is more cognitively demanding in their needs.
7 Personal organizing: The probability of a new word will be increased based on the learners’ character in communication and personal
activity in their life. 8 Imaging: It is easier to remember a new word with visualization rather
than not display it with any picture. An abstract work also can be displayed with an image.
9 Mnemonic: Mnemonic might be helpful for storage information in long-term memory when students lack a relevant knowledge base
about the topic they are studying. Mnemonics may provide visual imagery or verbal elaborations that serve as cues for recalling
information that is low in imagery or in meaningfulness. Students can generate their own mnemonic devices or their teachers can provide
them with mnemonic materials. 10 Motivation: The words will not be remembered only by strong
motivation. The unmotivated learners surprisingly can remember the words if they must be face a task occasionally.
11 Attention: Improving vocabulary without any certain attention is impossible. The students have to pay attention to the topic that they
have learnt so they can understand and input it to their long-term memory.
Based on it, we can predict how long vocabulary stays in our brain. Thornburry divides working of our memory to be three parts. First, short-term
store is brain capacity that vocabulary stays in there just few second. Second, vocabulary stays in there just for a while is working memory. Last, long-term
store is brain capacity that vocabulary stays in there durable over time by many activities can do.