The practice of implementing the spaced method in teaching english vocabulary to students majored in philology
DOI:
https://doi.org/10.32782/2617-3921.2023.23.225-233Keywords:
spaced learning method, learning vocabulary, English as a foreign language, English vocabularyAbstract
The paper deals with the problem of spaced learning vocabulary in teaching English as a second language. The subject of the study is the process of teaching English vocabulary to students majoring in philology at higher educational institutions. The paper theoretically substantiates the effectiveness of using the spaced learning method in teaching English vocabulary to students majoring in philology. The authors of the research claim that the spaced learning vocabulary is the most effective within the framework of a higher educational institution. It provides an opportunity to learn English vocabulary arbitrarily during the educational process by performing a variety of receptive, productive or reproductive exercises, and involuntarily outside the classroom during physical activity, communicating with native English speakers, regularly repeating vocabulary material at certain intervals. The essence of the spaced learning method is that a person repeats the learned information according to certain constantly increasing intervals. In order to train and control the acquisition of vocabulary from the topics "Choosing a career", "Health", "Travelling" the applications "Quizlet", "Google Forms" were used which are quite user-friendly, and WordMemorizer, DROPS, Memrise, which have only a mobile version. For each of the topics authors have created three series of cards with English words that students must learn. A total of 947 cards were created. In addition, this vocabulary has been recorded by us on audio files for listening in order to give students the opportunity to listen to it periodically at a time and place convenient for them. Students were recommended to distribute the number of repetitions of each vocabulary group (from 15 to 20 or more) as follows: seven repetitions during the first week; four repetitions in the second week, three in the third week, two in the fourth week, the rest – after any interval. When performing interval repetition, students had to enter the appropriate indicators in individual tables to control repetitions. To control the vocabulary learned by the students, we created a series of tests of different levels of complexity on each topic using the Google Form application: the receptive level, the receptive-productive level, the productivereproductive level. The results of the testing confirmed the conclusion that the use of the spaced learning vocabulary has a positive result, because students who used it were able to show better personal results and learn new words better.
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