The Language Teacher
August 2000
Utilizing English/Japanese Cards for Vocabulary Acquisition
Therese Suzuki
Tokyo Denki University
QUICK GUIDE
Key Words: Vocabulary, Translation Equivalents
Learner English Level: All levels
Learner Maturity Level: Junior High to Adult
Preparation Time: 20-40 minutes (if instructor makes the cards-first time only)
Activity Time: 30-60 minutes
Building a large vocabulary is essential when learning a second language. To help my students do this I have developed four card games that never fail to engage and motivate them. Students are responsible for making their own cards, although the first time you try these activities you may wish to prepare the cards yourself. They can be used to teach any kind of vocabulary, or they can be prepared in sentence form from reading passages in order to introduce words and their meanings in context. I introduce these activities when teaching adjectives that describe strengths and weaknesses of personality. After students have played the games and are familiar with the meanings of the words, I have them list their own strengths and weaknesses. Then they are asked to expand on their answers by giving examples. Before long the students can talk about themselves and write an essay describing themselves.
Preparation
1. Students take a pretest to find out what they need to learn. The Japanese meaning for the English word is supplied. The students must supply the appropriate English word. At first the students may feel that this is a test. But I explain that this assignment's purpose is to determine what they already know and that no score will be taken. Students write, "I have a chance to learn ____ new words" at the bottom of the page.
2. The students then copy the correct words onto their sheets. This gives the teacher a chance to adjust the number of new words the students should work on with a partner. For example, if the student needs to learn ten new words, he or she begins by practicing only five new words. Each student finds a partner to practice with, and the partner increases the number of words to six, seven, eight, and so on until all words are mastered. This way the student meets with success through incremental, mastery learning.
3. Using the corrected pretest sheet, students now take a set of blank cards and write a Japanese word on one side of each card and its English equivalent on the other side. These cards are then utilized for vocabulary acquisition.
The Activities
Matching: For pairs. One student places his/her cards English side up. The other student places his/her cards Japanese side up. The first student reads the Japanese on the card and the other student tries to match it with the English equivalent. The student says the English word and self-checks the back of the card to verify his/her choice. If the cards match, they are turned over. If not, the student tries again. When all the cards have been matched and turned over the students switch roles. Students continue until the words are mastered or the designated time is over.
Antonyms: After the students have practiced matching the English and Japanese cards, have them match the cards with their opposites. The instructor can easily monitor the students' comprehension.
Concentration or Memory: This activity is ideal for larger groups of five to seven or can be played by one student as solitaire. Use two sets of cards and spread them out on a table -- one set with the English words face up and one with the Japanese words face up. Mix them up and cover each card with a blank card so that the word does not show. A student uncovers two cards, each time pronouncing the words. If the cards match in meaning, the student takes them and has another turn. If the cards do not match, the next student gets a turn. When all the cards have been matched the student with the most matches wins.
Slap A Card: Ideal for larger groups of four to eight. Two sets of cards are required. Lay one set out on a table English side up. Give the other set of cards to a student who will read the Japanese. (This role is ideal for students who have been absent.) When the student reads the Japanese card, the students around the table must slap the corresponding English card. If the choice is correct the student takes the card. If the student is wrong he must give up a card to another player. Which player receives a forfeited card is determined by the students playing "Rock, Paper, Scissors." Students can actually end up in negative numbers so they must be careful as well as quick. When all the cards have been acquired the students tally their results to see who wins. A variation on this is to place the cards on the table Japanese side up and cover with playing cards. The student then reads the English and the students must find the Japanese.
Why They Work
These activities work for several reasons. First, students can use a translation-equivalents approach to vocabulary learning that doesn't overwhelm them. They are also motivated by the game quality of these activities. The students create the flash cards themselves and see marked proof of their development.
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