English Vocabulary Building Flashcards

24 sample cards from the Vocabulary Building deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is academic vocabulary and how does it differ from technical vocabulary?

   Academic vocabulary is general scholarly language used across many subjects (e.g., 'analyze, hypothesis, significant, derive'). Technical vocabulary is specific to one discipline. Academic words transfer broadly; technical words are field-bound.

2. Give three examples of academic 'signposting' verbs students should know for essay writing.

   Examples include 'analyze, evaluate, illustrate, demonstrate, justify, contrast, derive, summarize' — verbs that signal the intellectual operation being performed in academic writing.

3. What is the keyword (mnemonic) method for memorizing a new word?

   You link the new word to a familiar 'keyword' that sounds similar, then form a vivid mental image connecting that keyword to the word's meaning — creating a memorable retrieval cue.

4. What is the 'method of loci' (memory palace) and how can it aid vocabulary?

   A mnemonic where you place items to remember at specific locations along a familiar route or space, then mentally walk through to recall them. For vocabulary, you 'place' words/images in rooms to retrieve them in order.

5. How does learning word roots, prefixes, and suffixes act as a memory technique?

   Morphological analysis lets you decode and remember many words from a few building blocks — knowing 'bene-' (good), 'mal-' (bad), or '-logy' (study of) lets you infer and retain dozens of related words.

6. What does the prefix 'un-' typically mean, and what does 'pre-' mean? Give one example each.

   'un-' means 'not' or 'reverse of' (e.g., 'unhappy'); 'pre-' means 'before' (e.g., 'preview'). Knowing common prefixes helps infer meanings of unfamiliar words.

7. What does elaborative encoding mean and why does it strengthen vocabulary memory?

   Elaborative encoding is connecting a new word to existing knowledge — through images, personal examples, or related words. The richer the connections, the more retrieval paths exist, making recall easier and more durable.

8. What is the principle of 'practical application' (use it or lose it) in vocabulary learning?

   Newly learned words must be actively used in speaking and writing soon after learning; production deepens the memory and moves words from passive recognition into active, usable vocabulary.

9. Name two concrete ways to put newly learned words into productive use.

   Write original sentences or a short paragraph using the words, and deliberately use them in conversation or journaling; other options include teaching the word to someone or composing a story with a set of target words.

10. What is a self-assessment technique a learner can use to check vocabulary retention?

    Self-quizzing with active recall — covering the definition and trying to produce the word, using flashcard 'test' mode, or taking periodic vocabulary quizzes — reveals which words still need review.

11. What is a vocabulary 'cloze' (gap-fill) test and what does it measure?

    A cloze test removes target words from a passage and asks the learner to fill the gaps. It measures the ability to recall and apply words in context, testing productive and contextual knowledge rather than mere recognition.

12. How does a Leitner box system support self-assessment of flashcards?

    Cards move through numbered boxes by performance: correct answers advance to a box reviewed less often, wrong answers drop back to a frequently reviewed box. The box distribution shows which words are mastered and which need work.

13. What does continuous improvement (kaizen) look like applied to vocabulary learning?

    Treating vocabulary growth as an ongoing, never-finished process: regularly reviewing old words, adding new ones, tracking progress, and adjusting methods based on what the self-assessment data shows is working.

14. Why should you keep reviewing already-'known' words rather than only adding new ones?

    Because memory decays without reinforcement; periodic review of mastered words prevents the forgetting curve from erasing them and keeps them in active use, while new words are added on a stable base.

15. What is a personal vocabulary notebook (or word journal) and what should each entry contain?

    A running log of new words you collect. A good entry includes the word, part of speech, definition, an example sentence (ideally where you found it), synonyms/antonyms, and any memory cue or note on usage.

16. What is 'collocation' and why does knowing collocations matter for vocabulary?

    Collocation is the way certain words habitually go together (e.g., 'make a decision', not 'do a decision'). Knowing collocations makes your English sound natural and prevents word-choice errors that definitions alone won't catch.

17. What is the difference between a word's denotation and its connotation?

    Denotation is a word's literal dictionary meaning; connotation is the emotional or cultural association it carries. E.g., 'childish' and 'youthful' share a denotation but carry negative vs positive connotations.

18. How does the testing effect support using flashcards over re-reading?

    The testing effect shows that the act of retrieving information from memory (as flashcards force you to do) improves long-term retention more than re-reading the same material the same number of times.

19. What is interleaving and how can it improve vocabulary practice?

    Interleaving mixes different words, topics, or word types within a study session instead of blocking one set together. The added retrieval effort and discrimination practice improves long-term retention and flexible recall.

20. Why is it useful to learn words in semantic 'themes' (e.g., weather, emotions, finance)?

    Thematic grouping builds connected networks of related words, supports recall through association, and lets you acquire a whole usable field of vocabulary for a topic at once, useful for both reading and writing on that topic.

21. What role do affixes play in decoding unfamiliar academic words during an exam?

    Recognizing prefixes, suffixes, and roots lets you break an unknown word into known parts to infer meaning under time pressure — e.g., 'intractable' = 'in-' (not) + 'tract' (pull/handle) + '-able' suggests 'not manageable'.

22. What is the recommended response when you meet an unknown word while reading: stop and look it up, or guess from context?

    For extensive reading, first try to infer from context to maintain flow; look it up if the word is important, recurs, or context is insufficient. The best practice combines guessing with selective verification, then logging the word.

23. How can you measure progress toward a vocabulary goal objectively?

    Track quantifiable metrics: number of words mastered (e.g., cards in your 'known' deck), weekly quiz scores, vocabulary-size test results over time, and the proportion of target-list words you can use correctly in writing.

24. Why combine multiple methods (reading, flashcards, lists, context, usage) rather than rely on one?

    Each method strengthens a different aspect: lists/flashcards give efficient explicit learning and recall, reading gives context and nuance, and active usage consolidates production. Together they cover recognition, retention, and use better than any single method alone.

What this deck covers

Vocabulary Building flashcards FAQ