Improving vocabulary is something that many of us have thought about at one time or another. On the other hand, it is also something that many of us have chosen to neglect. Despite our desire to develop our vocabulary, we often put it in the ‘too hard basket’. This, however, doesn’t have to be the case. There are many simple exercises and techniques that can be used when building your vocabulary.
Sorting Words is one such activity that can help build your vocabulary (Santa Barbra City College, 2009). This is a learning strategy that not only develops word recognition but reinforces the knowledge of word meanings.
In Closed Sorting, there are pre-determined word categories and words are sorted into categories, based upon meanings. The Open Sorting of words is where the learner is not given up-front categories, and they are required to group words into their own classifications. These can include numerous category configurations. The rationale behind groupings must be provided. Open sorting is much more hands-on than closed sorting. As such, open sorting provides increased vocabulary development. It also involves deeper thought processing and analysis.
Figure 1 displays a group of words where open sorting is required. The potential word groups are endless. You might group according to: gender (i.e. male and female); current and ancient influential leaders; or perhaps artists (Santa Barbra City College, 2009).
Figure 1: Open Sorting Example
| Washington | Susan B. Anthony |
| Alexander the Great | John Kennedy |
| Rembrandt | Edison |
| Columbus | De Gaulle |
| Hitler | Helen Hayes |
| Caesar | Napoleon |
| Cleopatra | Einstein |
| Henry Ford | Margaret Mead |
(Taken from Santa Barbra City College (2009))
Another type of activity when working on improving vocabulary skills is that of comparing and contrasting (Texas Education Agency, 2002). When you compare and contrast words, you are, in effect, linking words based upon relationships. One of the best aids when comparing and contrasting words is the use of the Venn diagram. You can also mold this type of exercise to the vocabulary you wish to develop (i.e. the content area). For example, if you are in an office, you can use words you come across in the office environment. Figure 2 shows the use of a Venn diagram that compares and contrasts protest and rebellion in a unit on the American Revolution.
Figure 2: Building Vocabulary: Comparing and Contrasting
(Taken from Texas Education Agency (2002, p.26))
In much the same as above, improving vocabulary can also occur when you examine the relationships between word pairs (Greever and Bachelor, The Century Vocabulary Builder, 1922). You can examine those pairs that are opposite, those that are parallel, and those that are easily confused (Greever and Bachelor, 1922).
Other tools that can help you improve your vocabulary include the use of a dictionary; context; and word games. Although dictionaries are one of the most valuable tools when it comes to learning vocabulary, you also need to use additional methods. Dictionaries provide definitions and related information; however, to increase learning, you must apply words to real-life settings and experience. Try to learn within the context or a backdrop. It will enhance meanings and will involve deeper processing, leading to long-term memory retention.
An additional method of learning vocabulary is with the use of word games. This might include crosswords or word puzzles. Fun learning activities promote learning of any sort. When you are interested (i.e. a fun activity), chances are that you will retain the learning and it will stay in your long-term memory. Ultimate Vocabulary incorporates many of those aforementioned principles. Apart from the fifty usage examples, there are customizable Flash Cards; Synonym and Antonym Memory; Word Recall; and tests (such as synonym and antonym tests, definition tests, and word recall).
References
Greever, G & Bachelor, JM, 1922, The Century Vocabulary Builder, The Century Co., New York.
Santa Barbra City College 2009, Student Success: Vocabulary.
Texas Education Agency 2002, Promoting Vocabulary Development – Components of Effective Vocabulary Instruction, Texas Reading Initiative.