Examining Learners’ Vocabulary Notebooks by James McCrostie

Article title : Examining Learners’ Vocabulary Notebooks
Writer : James McCrostie
Journal/Newspaper : ELT Journal ; Jul2007, Vol. 61 Issue 3, p246
Date published : 2007 Number of words: 420
List no. : 175
This article is written by James McCrostie, a lecturer in Kwansei Gakuin University, Japan. This study examined the vocabulary notebooks kept by 124 first year English majors at Japanese University.
The method used in this study was case study, where the researcher examined detailed information about vocabulary notebooks kept by EFL learners. This examination focus on the sources of vocabulary notebooks words, the part of speech and frequency of words selected by students, and the reasons behind words selection. The result of the study show how standard notebooks strategies do not always meet student’s vocabulary learning needs. It also contains a number of finding relevant for classroom teachers, they are: first, in student’s mind all unknown word are created equal. Second, the overwhelming of majority of words selected by student originates from their course textbook and class handouts. Third, there is a danger that student will over-represent certain part of speech and neglects others. Fourth, teacher need realize that student need training in the identification of appropriate collocation. And finally, a large percentage of example sentences written by students will contain serious errors.
The author put himself as an instructor and observer in this study. He studied the case and gave the instructor to students to examine the focus of this study and obtain the result.
In my opinion, whether vocabulary notebook can be effective or not, it depends on its purpose. Another researchers said that vocabulary notebook has several benefits, such as enhancing vocabulary study (Schmitt and Schmitt, 1995);improved ability to use dictionaries and guess from context (Ledbury, n.d), and enhancing learner autonomy (Fowle, 2002). I think all those benefits can be reached with using vocabulary notebooks independently by students, even though teacher still must suggest them to use it. If the purpose is to help students acquire the vocabulary at the most frequented and essential world levels, it required teacher’s guidance to help them make informed choices not just arbitrary decision.
When I was in senior high school, my English teacher also suggested me to have a vocabulary notebook. In this case, I write down the word I want without controlling from the teacher. I felt this way was very useful for me in order to add my vocabulary and help me remembering the new words.