This document discusses the effective use of notebooks for language learning. It recommends that students use notebooks to review grammar, vocabulary, and do extra practice in order to consolidate learning and promote autonomy. Notebooks should not include direct grammar instruction. The document also provides examples of student feedback on using notebooks, with most students finding them very helpful for improving vocabulary skills like using new words, recognizing words in different contexts, and accessing information more easily than a dictionary. Students reported notebooks helped make their vocabulary learning more responsible and disciplined.
This document discusses the effective use of notebooks for language learning. It recommends that students use notebooks to review grammar, vocabulary, and do extra practice in order to consolidate learning and promote autonomy. Notebooks should not include direct grammar instruction. The document also provides examples of student feedback on using notebooks, with most students finding them very helpful for improving vocabulary skills like using new words, recognizing words in different contexts, and accessing information more easily than a dictionary. Students reported notebooks helped make their vocabulary learning more responsible and disciplined.
This document discusses the effective use of notebooks for language learning. It recommends that students use notebooks to review grammar, vocabulary, and do extra practice in order to consolidate learning and promote autonomy. Notebooks should not include direct grammar instruction. The document also provides examples of student feedback on using notebooks, with most students finding them very helpful for improving vocabulary skills like using new words, recognizing words in different contexts, and accessing information more easily than a dictionary. Students reported notebooks helped make their vocabulary learning more responsible and disciplined.
This document discusses the effective use of notebooks for language learning. It recommends that students use notebooks to review grammar, vocabulary, and do extra practice in order to consolidate learning and promote autonomy. Notebooks should not include direct grammar instruction. The document also provides examples of student feedback on using notebooks, with most students finding them very helpful for improving vocabulary skills like using new words, recognizing words in different contexts, and accessing information more easily than a dictionary. Students reported notebooks helped make their vocabulary learning more responsible and disciplined.
WHY SHOULD WE USE NOTEBOOKS? Review grammar topics. Review vocabulary topics. Do extra practice. Give Ss a place to study from. Consolidate learning. Promote learner autonomy. Promote the use of dictionaries. WHAT SHOULD WE NOT DO IN NOTEBOOKS? Specifically in Primary: DONT TEACH GRAMMAR RULES VOCABULARY NOTEBOOKS TYPES OF EXERCISES a) execution b) prey ___ a society that is developed c) Tribute ___ killing someone as a legal d) restraint punishment e) Stare ___ something that you say to f) Civilization express respect, or admiration for someone The mouse was an easy pr__ for the cat. Cats can easily catch mice.
WHAT CAN YOU DO WITH YOUR NOTEBOOKS? Tests Practices Pictures Plays Free vocabulary use compositions Interviews ETC
WHAT DO SS THINK? Student K: I used to write the new words that my teacher showed us on small pieces of paper. I used to write their Turkish meaning at the back of the small paper, and I was studying like that. Yet, we write many aspects of word knowledge of one word. Therefore, this is better now. Student H: My former method is nothing when I compare it with this vocabulary notebook. I used to take notes somewhere, but of course not regularly, sometimes, I mean whenever I want. Student M: I used to keep a notebook, but it was not like this notebook. I only wrote Turkish definitions, and when the word is in Turkish I used to write an English word next to the unknown word.
Student F: We liked using notebooks because it was beneficial for our vocabulary learning. It made us study English. Every day when we went to the dormitory, we had to add some new information to the words of the week and make sentences with them. It made us responsible. Student H: As we are under discipline, we feel it compulsory to keep this vocabulary notebook, and it affects our learning positively. If it was not compulsory, none of us would keep it. Maybe one or maximum two of us would do. Student B: For example, I remember one of my English teachers telling us to write unknown words at the back of our notebooks, but as she never checked it I stopped writing them after two weeks. Everything must be under discipline. It is not enough to say that it is useful. Student P: I would keep it because our teacher told us that it is useful, but I must see my mistakes, so it must be checked. She may or may not give marks.
Student G: As we made these vocabulary notebooks on our own, we know what is there and where it is, and we can find it easily. We know that the information we are looking for is under this word or that word, but the dictionary is not like this. We must search whether it is under this word or another word. It is a waste of time, and the person gets bored while looking up in a dictionary. Student G: I can use a dictionary better now. Student E: I could not use the words while speaking, but I could understand the words while listening. For example, bother means rahatsz etmek. Our teacher used it, and I understood.
Student P: As we always did something with the words, we acquired them subconsciously. When I see the words in a different context, I can easily recognize them. Student L: While we were studying one word, we learned many words at the same time, such as synonyms, antonyms, derivations. Student B: Words are stuck in our minds. It is a good tool. We learned many words from one. Even while making sentences with the twenty words we looked up in our dictionaries, and we learned many words