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Rabu, 15 Februari 2012

Tips for learning English vocabulary


Learning lots of new vocabulary is central to becoming great at communicating in English but, as most of you are probably aware, it can also be a rather boring experience. This article explores ways to make learning new words a bit more fun, and will hopefully help you master the language faster.
Every person is unique, and people learn in different ways. Try some of the methods below, and stick to the ones which you find most fun or effective. Or use a variety of methods to help keep boredom away!
Before we begin, it's worth noting that students can learn vocabulary in two ways:
1. “Incidentally”. This means learning either consciously or unconsciously, using 'context clues' when we are reading or listening to a language
2. “Direct Study”. This refers to deliberate attempts to learn new words.
This article will focus on direct study, which is by far the most effective of the two.
Which words to learn?
You can't learn every word you hear or read every day. So, which ones are important?
  • learn the words that are important to the subject you are studying, or the industry in which you're working.
  • learn those words that you keep reading or hearing again and again. 
  • don't learn too many words that are uncommon or not useful.

Top 4 Learning methods:

1. Look, Cover, Guess, Check
This is how most children are taught to learn vocabulary. You could try to make it less tedious by using different colours. For example make up a page like this, using alternating coloured lines down the page to make sure each line stands out:
meja    =  table
kulkas  =  fridge
mobil   =  car
pohon   =  tree
Then cover up all of the English words with a piece of paper. Slide the paper down the page as you translate each word. Now repeat, but this time covering the Indonesian side of the page.

2. Sticky notes (Post-Its)
Find as many words or phrases as possible that you would like to learn. Write each one on a sticky note, and also try to draw a picture if you can (which helps to create visual associations in your brain). Stick your notes around your house or office, in places that you'll see very regularly (on doors, near light-switches, on the telephone, next to your computer, or even on the cookie jar). Every time you see one of your notes, say it out loud. Every time. Then after a few days change all the notes. This can be an amazingly effective learning strategy for some people.
3. Flash Cards
A favourite among many language learners, these small blank coloured cards are sometimes held together on a ring. You write the English word on one side of each card, and the Indonesian word on the other. Make a pile of hundreds of words and phrases if you like. There are lots of ways of using the cards, including this strategy:
  1. Make a pile of around fifteen cards, with the English words facing upwards
  2. Pick up the first card and guess its Indonesian meaning.
  3. Check if you are correct. If you get it right, put it in one pile (the correct pile). If you are wrong, put it back at the bottom of the main pile.
  4. Keep going until all of your cards are in the 'correct pile'.
This is a very positive way to learn words.  You are either correct, or you keep trying again until you are correct. You are never wrong!
4. Record Yourself
With audio recorders on almost every computer and mobile phone, this has become a very easy and convenient way of learning new vocabulary. Just record yourself saying the new English words, followed by the Indonesian meaning. You can use these like 'audio flash cards'; press pause after each word to give yourself time to guess the meaning.
What you should know about the words you learn
Learning the meaning of a new word is only the first step. You should also think about:
  • spelling
  • pronunciation
  • inflection (the different noun, verb, adjective and adverb forms of the word) 
  • collocation (i.e. what other words are often used with it)
  • formal or informal (style and register)
Native speakers learn these things about words by listening to them and reading them over and over again. You should do the same!

One final Tip – Learn words at least twice!
If you sit down one day and learn ten new words, the chances are that you will have forgotten most of them after one week. That's because the word was only stored in your short-term memory. Try re-learning the words after around a week. This should be faster than the first time around, and will mean the words are stored in your long-term memory and we be available for you to use for years to come.

Exercise for Simple Present!


Name     :_________________                                                                                                       Scores    :________
SIMPLE PRESENT TENSE
e.g : John........ .... (work) in a restaurant.
John works in a restaurant.
1. Children...... ............ .. (make ) a lot of noise.
2. Sarah................... ...... (like ) slow music very much.
3. I.............. ......... (brush ) my teeth twice a day.
4. She............................. (do ) her homework regularly.
5. Susan...................... ...... (drink ) milk for breakfast.
6. They......... ............ ............ (get up ) at 7:00 in the morning.
7. My father....... ............ ...... (arrive) home at 7:00 p.m .
8. Betty and Mary................... ....... (go ) to bed at 9:00p.m.
9. This train....... ............ .......... (stop ) at Gebze.
10. We............. ........... (play ) football all the weekend.
Circle the correct answer
1.Robert/ I like walking in the rain.
2.Susan/ Iusually comes home at 4:00 pm.
3.Jane/ Mary and Sue always cleans her room.
4.Bill/ You come to the class late.
5.I/ Helenbrushes her teeth every night .
6.Jenny/ Iswim very well.
7.Betty/ You sings well.
8.They/ My unclelive in New York.
Use the correct form of the verbs in brackets
1. Mr. and Mrs. Brown............................ (live ) in Canada .
2. Tim........................ (get) up at seven o’clock everyday.
3. Tom always........................... (have ) breakfast at 7:30.
4. They usually........................... (have ) lunch in the cafeteria.
5. The train......................... (leave ) the station at 8:00 a.m .
6. Mrs. Brown......................... ( do) all the work at home.
7. Peter......................... (work ) in a supermarket at the weekends .
8. Hans............................. (come ) from Germany.
9. My roommate........................ ( hate ) cold weather.
10. Sarah............................ ( read ) a fairy tale before she sleeps.
11. I....................... ( write ) letters to my friends in my spare time .
12. My father sometimes........................... (cook) for us.
13. My brother always............................. (watch) television .
14. I.............................. (listen ) to pop music.
15. Betty........................... (take ) shower on Sundays.

Testing Vocabulary


A.      Selection of items
The first task for the writer of a vocabulary test is to determine the degree to which she or he wishes to concentrate on testing the student’s active or passive vocabulary. The next task is to decide whether the lexical items in the test should be taken from the spoken or the written language. Selection of vocabulary can thus be thought of as falling into the following rough divisions according to the four major language skills:
a.       Listening     : passive/spoken
b.      Reading       : passive/written
c.       Speaking     : active/spoken
d.      Writing         : active/written
The test constructor’s task is made much easier if all the students have followed a particular syllabus. Lexical items can then be selected from:
1.       The syllabus (including a word frequency list if available)
2.       The student’s textbook (provided the items approximate to those used in natural speech situations)
3.       The student’s reading material (e.g. simplified readers, literary text)
4.       Lexical errors taken from the students’ free-written work (or from students’ incorrect answers in a cloze test.
According to the findings of research conducted in to the effectiveness of distracters in multiple-choice vocabulary tests. Those distracters based on students’ incorrect answers in cloze tests (through moderately useful) were found to be less powerful than
a.       The use of false synonyms (words with equivalent meanings to the key words underlined or shown in italic in the sentence)
b.      Contextually relevant items (words related to the context but different meaning to the key word in the sentence)
The test constructor is faced with a difficult problem if the testes have followed different syllabus.
B.      Multiple-choice items
a.       Choose the letter of the word which is the nearest in meaning to the word in italic
b.      Choose the letter of the correct or best word to complete each sentence
Four vocabulary recognition items:
a.       Type 1. In this type of recognition item the stem is replaced by a picture and we choose the appropriate word that relate to the picture.
b.      Type 2. Here the stem consists of a definition. The testes have to select the correct option to which the definition refers.
c.       Type 3. The stem consists of a lexical item: the testes have to select the best synonym or definition.
d.      Type 4.  The stem here consists of a sentence.

C.      Guidelines for writing items
1.       If the problem area being tested is located in the options the stem should be kept simple
2.       Each option should belong to the same word class as the word in the stem, particularly when the word appears in the context of a sentence.
3.       The correct option and the distracters should be at approximately the same level of difficulty.
4.       There is some disagreement concerning the relationship of the option to the problem area being tested.
5.       All option should be approximately the same length.
D.      Matching items
1.       Type 1
Write the correct word from the following list at the side of each number on your answer sheet. Use each word once only.
2.       Type 2
Complete the following sentences with the most suitable verb phrase from the list.
3.       Type 3
From the list of words given, choose the one which is most suitable for each blank. Write only the letter of the correct word after each number on your number sheet.
4.       Type 4
The most useful type of matching items is undoubtly that based on a reading comprehension passage.
E.       More objective items
a.       Type1 : word formation test items
1.       Write a word in each blank. The word you write must be the correct form of the word on the left.
2.       Rewrite the following paragraph, putting in each blank the correct form of the word in capital letter.
b.      Type 2 : Items involving synonyms
1.       Write in each space the best word to replace the words underlined in each sentence.
2.       In each space write one word that means almost the same as the word on the left. The word you write must rhyme with the word on the right.
c.       Type 3 : Rearrangement items
Rearrangement the following letter to make words. Then use each word in a sentence of your own so as to show the meaning of the word.
d.      Type 4 : definitions
1.       Use each of the following words in a sentence so as to show the meaning of the words.
2.       Explain the meaning of each of the underlined words in the following phrases.
3.        
F.       Completion items
The following types of completion items can be used for the testing of vocabulary. Tests which present such items in a context are generally preferable to those which rarely on single words or on definition.
a.       Type 1
Read through the following passage a number of incomplete words. Write each completed word on your answer sheet at the side of the appropriate number.
b.      Type 2
a.       Complete each blank with the most appropriate word to replace each number in the text.
b.      Complete the following paragraph on problems caused by weightlessness by writing ONE word in place of each blank.