This is a forum to discuss the chapter on Vocabulary by Stanley.
Take a look at comments by previous students:
When it comes to learn vocabulary, I agree with the researches that it is an important and difficult “feature” when learning a second language. Indeed, the use of technology plays an important role in order to make the activities more attractive and learners more motivated and engaged. I found interesting most of the activities presented in Stanley´s book, such as the one that teachers write a couple of words on the board, and students must find the objects in the school and take photos of them, for instance.
[...] However, concerning the role of language teachers in terms of teaching vocabulary, I also believe technology can be quite useful because somehow students can use their creativity ( which can be seen as a motivation) and actually learn words they do not know in a different way. The activities proposed on the book are perfect examples that would certainly work on language classrooms.
Given the importance of teaching vocabulary and the restricted time available in class for doing it, Stanley brings to chapter 3 interesting ideas teachers can present students so they are able to learn new vocabulary by themselves, using technology. Many times my students - especially more advanced - complain about their lack of vocabulary and ask me how they could improve, so the examples sounded great to me.
Elaborating upon the topic aforementioned, Stanley (2013) brings in the vocab section a variety of activites integrating lexis along with technology, aimed at different levels, with different variations, settings and groupings. Thus, making vocabulary learning a more interesting, meaningful and memorable experience so that students are able to retain and increase their vocab acquisition.
Books such as "Language learning with technology", by Graham Stanley, are a valuable tool to the everyday practice of our busy teachers. It is presented in a straightforward manual style, enabling lookup and use for class planning. The book brings several suggestions of activities which involce creating material - either for revising vocabulary or learning new words - such as crosswords, wordsearch, quizzes, fill in the letter gaps and guess the word. Suggestions also encourage the teacher to allow students to choose the words they are interested in learning, such as scavenger hunt or "the alien vocabulary". For higher proficiency levels, work with commonly confusing words, synonyms/antonyms, slangs and words with more than one meaning are recommended.