Contextual learning helps adults to memorize new lexical resources

Discussion, is one of the contextual learning methods, helps adults learner to memorize new words

In learning second language, there are two main aspects that must be remembered, which are the vocabularies or lexical resources and grammar. In English, these two things are the main challenge that have to be faced by learners and so do the same with another language. Therefore, many methods have been employing while some of them are considered ineffective and inefficient. However, recent study suggested that contextual learning was able to help adults to learn the new language.

Study conducted by researcher from Maastricht University, Netherland, suggested that the adults were gaining much information particularly in language while playing game [1]. The study that was published on journal Cognition stated that the adults utilize contextual information so they can reduce the possibility of referents of a new word. This implies to the direct attention in understanding the word. Consequently, this study indicates that for adult learners, it is better to train them by using social interaction, such as, focus group discussion.

What makes the researchers believe that is the valid reason? The researchers studied two things which could be considered as the reasons of memorizing the new words. They were the identification process of a correct new words and temporal coordination between each individual. These two parameters suggested that when having social interaction such as dialogue, talking, questioning and answering, the conversation requires variable sentences in explaining the topic. Hence, the adults try to understand by looking the contextual information provided by the speakers.

What we mentioned about the contextual information are the definition, synonym, antonym/opposite/contrast, example of the new words. So, when the speakers were explaining the topic and at the certain time the listeners heard and realized something, the brain was trying to understand those four aspects. Therefore, when we listen to someone’s presentation in other languages particularly in English, the contextual information helps us to understand the explanation.

But, why it helps only for the adults? According to my opinion, language is cultural. It means that in studying new language we must try to become the users by understanding the aspect of linguistic and literature. And the first time we must to do is by experiencing how the native speakers pronounce the words not by following the accents. An illustration of this is when you live in the new area which has different language, our self-defense mechanism will associate to how you listen the word first. After getting usual, then tongue then tries to pronounce the words meaning without concerning the meaning.

The interesting fact from the social interaction in learning second language, the people, either the speakers and listeners, tend to use similar words when the mentioned words are pronounced [2]. This dialogue invite both of the speakers to indicate that they have mutual understanding. Unlike the children which requires many activities consider learning and studying as something fun. This is similar like the Cranberries’ song, ode to my family – Cause we were raised, to see life as fun and take it if we can.

Overall, one of the main challenge of learning new language is understanding and memorizing the meaning of new words or lexical resources/ vocabularies. By implementing the dialogue or discussion, the adult learners try to understand the new words by using similar words such as synonym, or the definition itself. This method will encourage the adult learners to use the new words which is very effective in improving their language skills.

References
[1] L. Verga and S. A. Kotz, "Help me if I can't: Social interaction effects in adult contextual word learning," Cognition, no. 168, pp. 76-90, 2017.
[2] M. J. Pickering and S. Garrod, "The interactive-alignment model: Developments and refinements," Behavioral and Brain Sciences, vol. 02, no. 27, pp. 212-225, 2004.
[3] Image is downloaded from www.htcampus.com