15 Tips to Help You Learn and Remember New Words

In this post, I’m excited to share a collection of research-based tips and strategies for learning and remembering new words, enriched by my own experiences as a multilingual learner and a former EFL teacher. The journey of acquiring a new language or expanding one’s vocabulary in their native tongue can be both challenging and rewarding. Over the years, both scholarly research and my personal journey through language learning and teaching have revealed a plethora of methods that significantly enhance the process of vocabulary acquisition.

From the foundational principles outlined by esteemed researchers like Ehri and Rosenthal (2008; 2011), Brown et al. (2014), Sprenger (2021) among several others, to the practical, hands-on approaches I’ve adopted in the classroom and for personal use, this compilation reflects a harmonious blend of theory and practice.

For details on each of the featured tips, check out the list below. But before we explore these learning tips, let us first talk briefly about two main points: threefold approach to vocabulary learning and the connectionist theory. For those of you interested in delving deeper into the research behind these learning tips, make sure to check the references at the bottom of this post.

Threefold Approach to Vocabulary Learning

When it comes to vocabulary acquisition, research (Ehri, 2005; Rosenthal & Ehri, 2011; 2008) makes it clear that understanding a new word fully involves grasping a number of identities or representations: phonological or phonemic identity (how the word sounds), syntactic identity (the word’ s function within a sentence), orthographic identity (how it’s written), and semantic identity (word’s meaning).

According to Rosenthal and Ehri (2011), successfully learning new words requires building these representations in memory, enabling individuals to recognize, produce, and comprehend these words effectively, both in oral and written forms. This multidimensional understanding is crucial for deep language comprehension and usage, allowing learners to integrate new vocabulary seamlessly into their linguistic repertoire.

The Connectionist Theory

While exploring literature on learning tips, I stumbled upon an intriguing concept known as the connectionist theory, which seems particularly pertinent to our current discussion. It’s worth delving into a few key aspects of this theory to understand its relevance and application better.

The connectionist theory, as outlined by researchers including Ehri (1992, 1998, 2005) and Perfetti & Hart (2002), delineates a comprehensive process for learning new vocabulary words during text reading. This theory, as Rosenthal and Ehri (2011) explained, posits four essential steps that occurs when learning a new word:

This model emphasizes the multidimensional nature of word learning, highlighting the importance of a holistic approach to reading comprehension and vocabulary acquisition.

Tips to Help Your Learn and Remember New Words

Here are some of the main strategies and tips to help you and your students learn and remember new words:

1. Wider Reading

Wider reading, as Rosenthal and Ehri (2011) state, exposes learners to an array of new words, ideas, and various text types, fostering a ‘bootstrapping’ effect in vocabulary acquisition. This phenomenon allows proficient readers to independently learn and internalize more words and their meanings, significantly enhancing their vocabulary. According to Rosenthal & Ehri, this self-teaching mechanism propels vocabulary growth, enabling learners to expand their linguistic repertoire substantially. By engaging with diverse reading materials, students not only encounter new vocabulary but also contextualize and understand its usage, reinforcing learning and retention

2. Enhancing Memory through Spelling

Research highlights the significant role of learning the spelling of words in enhancing memory for both their pronunciations and meanings. For instance, a study by Rosenthal and Ehri (2008) demonstrated that exposure to a word’s spelling enables students to more effectively retrieve its meaning. This effect, as the authors explained, is attributed to the mnemonic function of spelling, which creates a visual grapho-phonemic map linking a word’s pronunciation with its meaning in memory. By engaging with the orthographic representation of words, students are essentially anchoring the phonetic and semantic aspects of new vocabulary, making this integration a powerful tool for vocabulary acquisition and retention.

1. Word Family

The concept of a word family, as Sprenger (2021) contends, revolves around grouping words that share a common root, which can significantly aid in the learning process. For instance, consider the word “educate.” When we explore its word family, we encounter “education,” “educator,” “educational,” and perhaps “educatee.” This strategy does more than just expand a student’s vocabulary; it deepens their understanding of the core concept represented by the root word. By recognizing the nuanced differences and similarities among these related words, learners can appreciate the flexibility of language.

2. Synonyms or Antonyms

Understanding a word through its synonyms and antonyms is like to painting a picture with a full palette of colors rather than just black and white. This strategy enriches a student’s comprehension by showcasing the word’s range of meanings and its positioning within the language’s semantic landscape. For example, grasping that “audacious” means daring is one thing, but knowing that it’s synonymous with “bold” and antonymous to “timid” adds layers to its meaning.

3. Examples and Nonexamples

The use of examples and nonexamples to understand a word’s meaning is a powerful tool in the learning arsenal. By illustrating how a word is used in context, examples breathe life into abstract definitions, making them tangible and relatable. Nonexamples, on the other hand, define the boundaries of a word’s meaning, showing what it is not. This dual approach helps clarify ambiguities and misconceptions.

4. Keyword Mnemonic

The keyword mnemonic technique is a fantastic way to bridge the gap between new vocabulary and students’ prior knowledge, using association and imagery. This method involves identifying a ‘keyword’ that sounds similar to the new vocabulary word and creating an image that links the keyword to the meaning of the new word. For instance, to remember the word “camouflage,” one might think of a “camera” (the keyword) blending in with its surroundings. This visual and auditory link can make abstract or challenging words significantly more accessible.

5. Jingle

Who hasn’t had a TV commercial tune stuck in their head for days? This sticky quality of catchy tunes can be harnessed for vocabulary learning through jingles. By setting definitions or examples of words to a catchy melody, the information becomes easier to recall. This technique leverages the brain’s natural affinity for patterns and rhythms, embedding the vocabulary into long-term memory. In classrooms, crafting jingles can transform a mundane memorization task into an interactive and entertaining activity, encouraging collaboration and creativity among students. Moreover, these jingles can serve as mnemonic anchors, enabling students to quickly retrieve the word’s meaning and usage.

6. Visualizing Vocabulary

Visualization is a powerful tool in learning, particularly with vocabulary. Encouraging students to create mental images or even physical representations of words can deepen their understanding and retention. This strategy taps into the visual learning style, allowing students to associate words with vivid imagery or scenes. For example, when learning the word “serenity,” students might visualize a calm, peaceful beach at sunset. This approach makes abstract concepts tangible and memorable.

7. Reflection and Connection

In Make It Stick, Brown et al. (2014) emphasize the role of reflection in strengthening learning. This involves retrieving knowledge from memory, connecting new experiences to this knowledge, and visualizing future applications. In the context of vocabulary learning, this suggests a dynamic approach where students actively recall words, use them in new sentences, or relate them to personal experiences. By reflecting on how a new word connects to what they already know and envisaging its use in different contexts, students solidify their grasp of the word and its nuances.

8. Spaced Retrieval Practice

This technique, as advocated by Brown et al. (2014), involves practicing the recall of information at spaced intervals, rather than cramming. For vocabulary learning, this could translate to scheduling review sessions for new words at increasing intervals over time. This method prevents the learning from becoming rote memorization and instead, challenges the brain, making the learning process more effective. Implementing spaced retrieval through flashcards or vocabulary apps can make this practice both manageable and effective.

9. Self-testing

Self-testing is another key strategy highlighted in “Make It Stick” for deepening one’s grasp of new vocabulary. This method transcends traditional classroom assessments, inviting learners to engage in personal study techniques such as flashcards. Unlike passive review methods, such as rereading, self-testing demands active retrieval of information, making it a more strenuous yet significantly more rewarding exercise. Its effectiveness lies in the cognitive effort required to recall the information, which strengthens memory retention and facilitates the transfer of words from short-term to long-term memory.

10. Familiarity Trap

The concept of the “familiarity trap,” as discussed in “Make It Stick,” offers a crucial caution for learners. This trap occurs when individuals believe they have mastered material due to its familiarity, leading to a false sense of competence. This phenomenon is particularly relevant in vocabulary learning, where the repeated encounter with words can create an illusion of mastery, potentially halting further review or exploration. Brown et al.’s warning against this complacency is a reminder of the importance of continuous challenge in the learning process. To avoid falling into the familiarity trap, learners should seek out new contexts for using words, deliberately practice with words that feel ‘easy,’ and regularly test their ability to recall and use vocabulary in novel situations.

11. Word Games

Word search games are incredibly effective for learning new vocabulary. These games challenge players to think about words in new ways, encouraging not only the recall of words but also the strategic use of them to score points. Word puzzles, Pictionary, and crosswords are another great option, requiring solvers to fit words into a specific context. In my experience, students often discover new words and meanings through these games, motivated by the fun of competition and problem-solving.

12. Thematic Vocabulary Lists

Creating vocabulary lists around specific themes or interests can make learning more relevant and engaging. I personally used this method myself for learning both French and English. For instance, for the category of ‘cooking’, I aggregate a wide variety of culinary terms. By connecting new words to a familiar context or passion, the learning process feels more meaningful. This approach not only aids in memorization but also in application, as students are more likely to use words that are relevant to their lives and interests.

13. Use Technology and Apps

There’s a wealth of apps and online resources designed to enhance vocabulary learning through interactive lessons, quizzes, and games. Apps like Anki, Quizlet, and Memrise utilize spaced repetition and flashcards but with a digital twist, offering personalized experiences that can adapt to a user’s pace and progress. These platforms often include gamified elements, such as points, levels, and leaderboards, making the learning process more engaging and less like traditional study.

14. Creative Writing Challenges

Incorporating new vocabulary into creative writing can be both a fun and effective learning strategy. Setting challenges such as writing short stories, poems, or even journal entries using a set of new words encourages active use of the vocabulary, reinforcing understanding and memory. This method not only helps with learning the meanings of words but also with understanding their connotations, uses in different contexts, and integration into natural language.

15. Social Learning

Learning as part of a group can significantly boost motivation and retention. Organizing or participating in vocabulary sharing sessions where individuals teach each other new words can be a dynamic way to learn. This can take the form of weekly meet-ups, online forums, or social media groups where members post a new word, its definition, and use it in a sentence. Such social interactions not only make learning more enjoyable but also expose learners to a broader range of vocabulary than they might encounter on their own.

Final thoughts

From the grounded, research-backed methods that highlight the importance of understanding a word’s multiple identities to the creative, engaging techniques that make learning an enjoyable endeavor, the learning strategies I shared with you above collectively provide a robust framework for vocabulary acquisition.

By integrating these tips into your study or teaching practices, you embark on a path of continuous linguistic exploration, where each new word learned is a step towards greater fluency, confidence, and connection with the world around us. Whether you’re navigating the complexities of a new language or deepening your mastery of your native tongue, remember that the essence of vocabulary learning lies in curiosity, persistence, and the willingness to experiment with different techniques.

References

• Brown, P. C., Roediger, H. L., III., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, Massachusetts, The Belknap Press of Harvard University Press.
• Ehri, L. (1980). The development of orthographic images. In U. Frith (Ed.), Cognitive processes in spelling (pp. 311–338). London, England: Academic Press.
• Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107–143). Hillsdale, NJ: Erlbaum.
• Ehri, L. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.), Word recognition in beginning literacy (pp. 3–40). Mahwah, NJ: Erlbaum
• Ehri, L. (2005). Development of sight word reading: Phases and findings. In M. Snowling & C. Hulme (Eds.), The science of reading, a handbook (pp. 135–154). Oxford, UK: Blackwell.
• Perfetti, C., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy. Amsterdam/Philadelphia: John Benjamins
• Rosenthal, J., & Ehri, L. C. (2011). Pronouncing new words aloud during the silent reading of text enhances fifth graders’ memory for vocabulary words and their spellings. Reading & Writing, 24(8), 921–950. https://doi.org/10.1007/s11145-010-9239-x
• Rosenthal, J., & Ehri, L. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100, 175–191.
• Sprenger, M. (2021). The Essential 25: Teaching the Vocabulary That Makes or Breaks Student Understanding. In ASCD (1st ed.). ASCD.