Hi Fouad,

memorization is indeed necessary when learning a foreign language. To retain vocabulary, it's important to physically see it (labelling objects at home, on pictures, sticking pictures and labelling its elements all about the house, office, etc). 

When reading, underlying, highlighting, translating, drawing, finding synonyms, etc.

using vocabulary in longer chunks or full sentences.

There are many books on how to develop EFL vocabulary. Take a look at one we are using at university with our prospective teachers: 500 activities for the Primary Classroom, by Carol Read.

hope it helps,

Laura

thank you m.Laura, mr. Adel for your contributions which will much help me in my study.

In addition to the excellent points from Adel, it helps to get input from different sources. I.e., while it generally takes 5-16 times of repetitions to retain a new word, it's more efficient if the text/context of the inputs are different.

      Paul Nation and Averil Coxhead have done a lot of work on vocabulary learning. Try to find some of their books on learning techniques or internet sites (Victoria University, NZ). For myself, I use NLP visualizations: students write or look at the word, close their eyes and spell it, then look up and make a picture of the word so they can read/spell it backwards. Ss can do this on their own or they can work in pairs with their partner checking and assisting. This does not include writing the word over and over. This does force use of an internal cognitive process everyone has and is closely linked to accurate learning.

     The repetition time for efficient memorization is 1) five-ten minutes, 2) one-two hours (homework), 3) one day (review), 4) one week (quiz), 5) one month (assessment), and so on. So try to reinforce the material you want them to learn in this time frame. I think flashcards are also recommended for effective memorization and can be used outside class while communting or relaxing.

     I'm attaching a page of google websites with more information.

Please find below a list of references on the topic or related matters. I would suggest to have a look at recent Karpicke’s publications (Purdue University). The list of references was retrieved from course “Learning How to Learn: Powerful mental tools to help you master tough subjects” by Dr. Terrence Sejnowski, Dr. Barbara Oakley, UC San Diego, https://class.coursera.org/learning-001. 

Dunlosky, John, Katherine A Rawson, Elizabeth J Marsh, Mitchell J Nathan, and Daniel T Willingham. "Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology." Psychological Science in the Public Interest 14, no. 1 (2013): 4-58.

Guida, A., F. Gobet, H. Tardieu, and S. Nicolas. "How Chunks, Long-Term Working Memory and Templates Offer a Cognitive Explanation for Neuroimaging Data on Expertise Acquisition: A Two-Stage Framework." Brain and Cognition 79, no. 3 (Aug 2012): 221-44.

Karpicke, Jeffrey D. "Retrieval-Based Learning Active Retrieval Promotes Meaningful Learning." Current Directions in Psychological Science 21, no. 3 (2012): 157-63.

Karpicke, Jeffrey D, and Phillip J Grimaldi. "Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning." Educational Psychology Review24, no. 3 (2012): 401-18.

Karpicke, Jeffrey D, and Henry L Roediger. "The Critical Importance of Retrieval for Learning." Science 319, no. 5865 (2008): 966-68.

Karpicke, Jeffrey D, Andrew C Butler, and Henry L Roediger III. "Metacognitive Strategies in Student Learning: Do Students Practice Retrieval When They Study on Their Own?". Memory 17, no. 4 (2009): 471-79.

Karpicke, J. D., and J. R. Blunt. "Retrieval Practice Produces More Learning Than Elaborative Studying with Concept Mapping." Science 331, no. 6018 (Feb 11 2011): 772-5.

Karpicke, J.D., and J.R. Blunt. "Response to Comment on 'Retrieval Practice Produces More Learning Than Elaborative Studying with Concept Mapping'."Science 334, no. 6055 (2011): 453-53.

Kornell, Nate, Matthew Jensen Hays, and Robert A Bjork. "Unsuccessful Retrieval Attempts Enhance Subsequent Learning." Journal of Experimental Psychology: Learning, Memory, and Cognition 35, no. 4 (2009): 989.

Roediger, Henry L., and Mary A. Pyc. "Inexpensive Techniques to Improve Education: Applying Cognitive Psychology to Enhance Educational Practice."Journal of Applied Research in Memory and Cognition 1, no. 4 (2012): 242-48.

Roediger, Henry L, and Andrew C Butler. "The Critical Role of Retrieval Practice in Long-Term Retention." Trends in Cognitive Sciences 15, no. 1 (2011): 20-27.

Roediger, Henry L, and Jeffrey D Karpicke. "The Power of Testing Memory: Basic Research and Implications for Educational Practice." Perspectives on Psychological Science 1, no. 3 (2006): 181-210.

Rohrer, Doug, and Harold Pashler. "Increasing Retention without Increasing Study Time." Current Directions in Psychological Science 16, no. 4 (2007): 183-86.

Taylor, Kelli, and Doug Rohrer. "The Effects of Interleaved Practice." Applied Cognitive Psychology 24, no. 6 (2010): 837-48.

Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24(3), 369-378. doi: 10.1007/s10648-012-9205-z

Dudai, Y. (2004). The neurobiology of consolidations, or, how stable is the engram? Annual Review of Psychology, 55, 51-86.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Guida, A., Gobet, F., Tardieu, H., & Nicolas, S. (2012). How chunks, long-term working memory and templates offer a cognitive explanation for neuroimaging data on expertise acquisition: A two-stage framework. Brain and Cognition, 79(3), 221-244. doi: 10.1016/j.bandc.2012.01.010

Rawson, K. A., & Dunlosky, J. (2011). Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, 140(3), 283.

All best wishes, 

Benamí 

A very recent book provides an excellent summary of the cognitive psychology research on learning and memorization, and what it means for 'studying':

Brown, Peter C., Roediger, Henry L., and McDaniel, Mark A. (2014) "Make It Stick: The Science of Successful Learning." Cambridge, MA: Harvard University Press.  

It is an excellent resource for students and instructors alike. 

Dear  Fouad,

I agree with others on the necessity of memorization for learning a language.  This has been recommended by many scholars of the field such Louis Stevenson who believes learners should act as a" diligent ape " . Alternatively,  the Essentials of Human Memory by Baddely (1990) provides a comprehensive account of the way human memory works. However, as the saying goes," a man's meat is another man's poison" and teaching a fixed set of strategies to L2 learners may not be practical. In fact, mnemonics as a memory strategy  may work for some, but may not be suitable for others.

Best regards,

R.Biria

Hi Fouad,

You can apply Comprehension Approach, Krashen and Terrells's Natural Approach, Total Physical Learning, and Lexical Approach.

Repetition and rising the memorization interest should be your goals. As a personal experience I can recommend you to suggest your students to watch their favorite movie in English with English subtitle, and expect them to learn all the vocabularies. This requires repetition, and they might end up watching that movie a dozen times, but since they like the movie, they would like to memorize the quotes, therefore, they will expand their vocabulary knowledge, and linguistic competence by memorization in no time.

However, that's only practical for advanced learners. Perhaps you should opt for TPR with slight shade of peer-learning for young and elementary students.