Based off
the feedback from one of my recently-completed courses, I've decided
to take a closer look at vocabulary instruction and practice methods
in the classroom, starting with memory strategies and strategy training.
Sources:
1. Rebecca Oxford, Language Learning Strategies, 1990.
Semantic Mapping
“This
strategy involves arranging concepts and relationships on paper to
create...a digram in which the key concepts are highlighted and
linked with related concepts via arrows or lines" (*1, p. 61). This is a good strategy to use with visual learners, because it illustrates connections between ideas and words.
Often, I
use a strategy like this in my teaching. At the beginning of class, I
try to have a warm-up discussion about the topic at hand. During this
time, I usually take notes on the white board or flip chart in a
“brainstorm” model, where words related to a topic branch out and
words related to the branches come of of those. This is also a subtle
grouping method.
I don't normally use pictures in my semantic maps, but that is also a good option. The word-image association could strengthen the processing of the vocabulary. Also, I've never asked the students to do the mapping themselves. Since I usually
have fairly small classes (3-6 students), it would be relatively easy to
give each student a marker, and to have them write the words on the
map themselves, in the location that they feel is the most
appropriate. This could also be a starting point for a good
discussion and group work.
A nice vocabulary website that shows this concept of semantic mapping is Visuwords.
Every word is connected to its meaning, which in turn is connected to
several other words. Again, it doesn't use pictures, but it does have the connections.
How do
you use semantic mapping for vocabulary instruction?
Sources:
1. Rebecca Oxford, Language Learning Strategies, 1990.
