mmrizationtechnqueis goodtosta托wthas mst studens arecombrabewthmmrization
(particulary Japanese students), and it can be practiced any time (like on the train). This can be
expandedtohavea studen quz a pa血er onher ownwords (inths waystudens alsobecom
exposedtother partner's wordlist)･ Sudyngwords inisoationis anexcelen wayfわr aleaner to
greatly improve her vocabulary in a short time (Nation 126).
Exercise Two: Coze Procedure - students can make thei, own cloze. The benefits a,e
many･ Students gain fluency wth their vocabulary; vocabulary are reviewed; and the cloze
provides a future assessment / practice tool･ Students need to be encouraged to write clear, specific
sentencesI For example, one student wrote: "I don't eqoy
･" (geography). The sentence
is obviously unacceptable because any number of words could fit･ Afollowup sentence is usually
helpful to clarify. For example: "I couldn't rememberthe names of cities and countries s｡ I did
poorly･" Teacher co汀eCSall senences andevenuallygVeSbacktostudens fわr anindvdualized
Students tended to rate this exercise as very useful, but not very enjoyable, in their learning logs.
Exercise 3 Picture Drawng - Studies showthat words wth an accompanying mental image
are learned and retained more readily than words wthout (Elis 554)･ In the followng exercise,
students drawvocabulary; thevisual images (the drawngs) Wll necessarily be derived frommental
images the student makes･ F0-1mg mental images as a memorization technique is an excellent
method to lean newvocabulary. (Aso, see "Keyword Technique" p 107).
Students write one･ two or three "favorite" words onthe board fromheir notebooks, wthnative
language translations so that thereare about 30 words on the board･ The concept of "favorite"
words seem strange at first, but humans have a natural affinity for words; this search for favorite
words (whchcanbe decidedbasedonthe words sound meanng, associations, O whatever)
fosters a general interest in words in the student's target language (Haramy). Native language
definitions are needed as one student's word are not necessarily onanother student,s list.
Ask students to draw pictures Of a few words for a given length of time,perhaps 5-10mnutes.
Mkeclear that studens shoudnumer eachdrawng bu not wite血ewordnext tothepcture
Encourage students to stretch their imaglnations and not Just drawconcrete nouns. Next, students
dspayther drawngSfわr all tosee studens thencircuatearoundtheroom mrkngeach
student's name and drawng number. The student then guesses the word (fromthe board,s list)that