Methods for activating vocabulary in English language classes for non-linguistic university programs: The standpoint of cognitive psychology
DOI:
https://doi.org/10.33910/Keywords:
English language classes, vocabulary activation, cognitive learning strategies, retrieval practice, spaced repetition, recognition, cued recall, free recallAbstract
Introduction. Vocabulary is key to the development of communicative competence, enriching the lexical precision and ensuring successful foreign language communication. Students in non-linguistic university programs study not only general but also professional English, which makes vocabulary learning more challenging. These challenges may stem from the peculiarities of the English lexical system, on the one hand, and from insufficient development of practical methods for mastering lexical units from the perspective of cognitive psychology, on the other. This article aims to examine techniques for activating English vocabulary, taking into account the specifics of cognitive processes.
Materials and Methods. The study is based on English lexical material and analyzes research literature to identify the leading trends in the vocabulary acquisition methods and to describe the criteria for mastering a lexical unit. It also synthesizes scientific data to facilitate the implementation of techniques for activating lexical units.
Results. Several types of retrieval practice were identified, each characterized by a different level of cognitive load: recognition, cued recall, and free recall. The nature of spaced repetition was also examined. The effectiveness of these vocabulary activating methods was demonstrated in an experiment involving third-year students from two groups learning English (the general aspect) as a second foreign language. The students outperformed those in the control groups in the exam, which is explained by their engagement with the proposed tasks.
Conclusions. The findings enrich theoretical understanding of vocabulary acquisition and retention, enabling broader application of cognitively oriented techniques in foreign language teaching. The proposed assignments can be used in various courses taught on both linguistic and non-linguistic programs, taking into account the needs of learners.
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