Page 118 - Teaching English at Primary Level: From Theory into the Classroom

Teaching Grammar and Vocabulary

and memorising lists of words. According to Nation (1990, in Cameron, 2001,
p. 85), in order for a word to be learnt, a pupil needs to be exposed to it at
least five or six times. There are at least two different ways of presenting the
meaning of new words:

• by demonstrating the meaning (using realia, using gestures, perform-
ing an action) or using pictures (photographs, drawings, moving im-
ages, etc.);
• by verbal explanation (providing a definition, providing a defining con-
text or using translation).

Imagine we have to explain the meaning of the word ‘toothbrush.’ We can
bring a toothbrush to class, we can perform the action of brushing our teeth,
we can show a picture of a toothbrush, we can give a definition (e.g. asmall
brush with a long handle for cleaning teeth), we can describe the context in
whichitisusuallyused(e.g.‘Ifyouwanttohavenicewhiteteeth,what do you
need?’) or we can simply provide a translation (in Slovene zobna ščetka). The
technique used will depend on the level of the learners and the classroom
situation. Of all the techniques listed, perhaps the least effective is to provide
a translation. This is because all the other techniques require some cognitive
or mental effort from the learners which helps them establish associations
and memorize the concept. On the other hand, sometimes translation is the
most appropriate and effective way to describe meaning and it also helps
learners to make strong memory connections. A good idea is also to ask the
pupils to find translations and thus encourage cross-linguistic competence.

Making Strong Memory Connections
Psychological research has produced a great deal of knowledge about long-
term memory, and this research can be useful as we try to understand how
memory works and how we can help our learners to remember something
better. The piece of information that we want to remember must be encoded,
stored, and then retrieved (Figure 7.2). Encoding can also be described as the
process by which we place the things that we experience into memory. We
are more likely to remember information if we encode it in a meaningful
way. Storage refers to maintaining information over time. Relating to what
children learn to their own experience will help them store information they
have to remember better. For example, if we are talking about food, learners
will remember words for different kinds of food better if they have to decide
if they like the selected food items, if they have ever tried or wanted to try

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