The Role of classification of vocabulary words and lexical items and its impact on accessing in memory, effectively.

More recent studies have confirmed that there are crucial roles of environmental situation for successfully learning of vocabulary. We will have a review in these articles. The aim of the present work is to investigate the effects of some factors in learning vocabularies in which influence on effective learning. The paper also explores that semantically related words should not be learned together because learning is impeded. The study compared the learning of three types of word sets: unrelated, semantically related, and physically related. The present findings also suggest that it is harder to learn physically related words at the same time than learning unrelated or semantically related words, although variation among individuals needs to be recognized. The objective of second paper is to numerically study of the discrepancies between students’ perceived knowledge and actual knowledge of meaning and usage of English words. Author (Marie-Emilie Masson) performed experimental investigations on Japanese cognates in three classes in a private Japanese university taught by two teachers, and second-year students averaging 400 on the TOEIC† test, participated in this study. The calculation in this work suggest that certain types of Japanese-English cognates can be beneficial to student vocabulary acquisition, with distant false friends among the most challenging for students and true cognates among the easiest (Uchida, 2001).The findings provide evidence that teachers should not only choose different strategies and types of tasks to convey meaning but, what is more important, help learners develop different systems of organizing lexical items in order to speed up learning. So as to allow them to become independent from the teacher and classmates, a necessary step towards learner autonomy, and areas for future research are recommended. According to Author Linnea C. Ehri the objective of this study is to develop reading familiar words by accessing them in memory. The aim of this paper shows that all words come to be read automatically by sight, which is the most efficient. The process is enabled by phonemic awareness and by knowledge of the alphabetic system. This study indicates that recent alphabetic knowledge enhances children’s learning of new vocabulary words, and it influences their memory for doubled letters in words.

کلیدواژه ها:

effective learning ، learning strategy ، alphabetic system ، learner characteristics