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Studiedag ICT en Onderwijs in de Humaniora
Slow Learning: Innovations in Vocabulary Learning and Reading Skills
Andrew Cartwright MA
Language Center Tilburg University
Many of the tried-and-tested approaches and methods to learning vocabulary have relied on lists of words, organized around topics. In the classroom vocabulary learning has often been done in an ad hoc manner, and taken second place to studying grammar. In view of this, and in the light of developments in vocabulary learning inspired by the Lexical Approach, Tilburg University Language Center’s Readabulary has been developed to introduce a more principled and productive approach to vocabulary learning. It primarily relies on the use of academic texts and language in context. Strongly influenced by research into collocation, lexical chunks and the Lexical Approach in general, it seeks to privilege vocabulary learning.
The Readabulary encourages the acquisition not just of lexis but of learning strategies which will assist future, independent vocabulary building. In a nutshell, it engenders what we have chosen to call ‘slow learning’, in as much as taking time and exploring the modules and thus not relying on a quick fix or cramming lists of words, might be seen as analogous to the ethos behind the slow food and slow cooking movements.
The Readabulary also devotes time to the development of reading strategies. We believe that reading and understanding difficult academic texts is worthwhile training; in a similar way to vocabulary acquisition, the Readabulary provides explanatory materials and exercises which seek to engender skills for the future.
The workshop will consist of a demonstration of the structure of the module and a brief explanation of its rationale / philosophy. Opportunities for practice will be given, and participants will be asked to imagine themselves as students who are confronted with the following questions:
- I need new words
- I need different words
- I need to get to know words better
- I need to read better
