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ing similarity, but it could also be sound or spelling likeness, as
well as a visual image.20
Without this connection, words are more easily forgotten. As
this usually occurs soon after the learning session, revision pro-
grammes that help retention of the new lexical information should
be carried out immediately after the lesson and then repeatedly at
gradually increasing intervals. Expanding rehearsal technique is
based on this principle.21
4. Strategies for improving vocabulary acquisition
To facilitate vocabulary learning, many strategies have been devised
and their success often depends on the subjective learning attitude
of the student. Most learners prefer shallow strategies, such as
verbal or written repetition and note taking.22 These are quite me -
chan ical strategies which do not require deep mind processing, so
they are not long lasting and only concern partial knowledge of the
word, but can be suitable for beginners. Deeper strategies inte-
grate more linguistic skills (receptive and productive skills) and
involve active manipulation of information by use of imagery,
inference, or creating associations that enhance retention in mem -
o ry. As they are more effective but complex activities, they are best
addressed to intermediate or advanced learners. How ever, the deep-
er the mind elaboration of the lexical item, the better and the
longer the retention.
The following table shows the list of strategies that Schmitt
compiled, both for discovery of a new word’s meaning and for con-
solidating memorization. They are labelled according to the type of
mental activity required.
VOCABULARY ACQUISITION IN LANGUAGE LEARNING
338
20 Norbert Schmitt, Vocabulary in Language Teaching, pp. 131–132. For further reference, see Mario
Cardona, Il ruolo della memoria nell’apprendimento delle lingue. Una prospettiva glottodidattica,
Torino: UTET Università, 2001.
21 This strategy suggests that a given item should be initially tested after a very short delay; if the
learner succeeds in recalling it, the delay should be systematically increased.
22 Indicated by a survey on strategies for vocabulary development among students of Italian at
Háskóli Íslands (see Appendix); see also Norbert Schmitt, Vocabulary in Language Teaching, p. 132.
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