You’ve carefully introduced new words. Your students recognize them, understand them in context, and can even match them correctly on worksheets.
But when it comes to using them in speaking or writing, they stick to the same basic words over and over again.
Why does this happen? And more importantly, how can we fix it?
The answer lies in how the brain processes vocabulary. If students aren’t using new words, it’s not because they don’t care or aren’t trying—it’s because their brain hasn’t stored and retrieved them enough to make them part of their active vocabulary.
Here’s why students forget words and what strategies actually work to make vocabulary stick.
1. They Haven’t Heard the Word Enough Times in Different Contexts
Learning a word once isn’t enough. The brain needs multiple exposures in different contexts before recognizing a word as important.
The problem:
- Students learn words in isolation, through word lists or textbook exercises.
- They see the word a couple of times, but don’t revisit it often enough.
- The brain doesn’t get enough input to make retrieval automatic.
The solution:
- Expose students to the word in different ways—reading, listening, writing, speaking.
- Use it naturally in your own speech so they hear it often.
- Recycle vocabulary in future lessons instead of moving on too quickly.
Try this: The Vocabulary Upgrade Challenge
- Give students a short text or paragraph they’ve written.
- Have them highlight or circle basic, overused words like good, bad, big, small.
- Provide a bank of stronger vocabulary and challenge them to rewrite sentences using at least three upgraded words.
Example:
Instead of writing, «It was a big house,» students might write, «It was a massive, three-story house with a beautiful garden.»
By actively replacing weak words, students get into the habit of using richer vocabulary instead of just recognizing it.
2. They Don’t Feel Confident Using It
The brain prioritizes fluency over accuracy. If retrieving a word feels too slow or risky, students will avoid using it.
The problem:
- Students worry about mispronouncing the word or using it incorrectly.
- They stick to “safe” words because they don’t want to hesitate or look unsure.
- They don’t get enough low-pressure practice to build confidence.
The solution:
- Give students structured, low-risk opportunities to try new words.
- Use games and challenges where they must include target vocabulary.
- Praise effort, not just accuracy, so students feel comfortable experimenting.
Try this: The «Use It or Lose It» Speaking Game
- Write 8-10 target words on the board.
- Give students a real-world scenario, such as ordering in a café, describing a holiday, or planning an event.
- Pair them up and challenge them to use at least three target words while speaking.
- Their partner checks off the words as they hear them.
A variation of this game is to introduce a «forbidden word» (such as good or bad) that they must avoid using. This forces them to find alternative vocabulary.
3. They Don’t See a Real Reason to Use It
The brain filters out information that doesn’t seem useful. If students don’t see a reason to use a word, they won’t remember it.
The problem:
- Vocabulary feels disconnected from real life.
- Words are taught in a way that doesn’t feel personally relevant.
- Students don’t get enough real-world application to reinforce usage.
The solution:
- Make vocabulary meaningful by tying it to students’ interests and experiences.
- Give them tasks where using the word is necessary to complete the activity.
- Let students create personalized, memorable sentences that make sense to them.
Try this: The Memory Chain Writing Challenge
- At the end of class, students write three sentences using new vocabulary.
- Collect them and redistribute randomly in the next lesson.
- Each student adds a new sentence, expanding the story while using more target words.
- Repeat this over multiple lessons to reinforce words over time.
By the end of the month, students have seen, processed, and reused the words multiple times, making them part of their active vocabulary.
4. They Learn It Once… Then Never See It Again
The brain forgets new information quickly if it’s not revisited over time. According to Ebbinghaus’ Forgetting Curve, learners forget about 70% of new information within 24 hours unless they actively review it.
The problem:
- New words are introduced in one lesson and then forgotten.
- Vocabulary isn’t cycled back into future lessons.
- Students don’t get enough repetition at the right intervals to retain words long-term.
The solution: Spaced Repetition
- Instead of reviewing vocabulary all at once, spread it out over time.
- Revisit words after one day, one week, and one month to reinforce memory.
- Turn vocabulary into a cycle, not a one-time event.
Try this: The Vocabulary Comeback Game
- After teaching a new set of words, don’t just move on—schedule a quick recall session in later lessons.
- At the start of each class, write 3-5 words from last week’s lesson on the board.
- Challenge students to:
- Define them without looking at their notes (Day 1 recall).
- Use them in a sentence in pairs (Week 1 practice).
- Apply them in a discussion or written task one month later (Long-term reinforcement).
- Keep rotating past words into warm-ups, games, and exit tickets so they never disappear from memory.
By reviewing words strategically over time, students move them from short-term to long-term memory—without the frustration of forgetting.
Final Thoughts: Vocabulary Retention is About Strategy, Not Just Exposure
If your students aren’t using the words you teach them, it’s not because they aren’t paying attention—it’s because their brain hasn’t had enough opportunities to retrieve and apply them.
Instead of just teaching vocabulary, make sure students are:
- Hearing it in different contexts.
- Practicing it in safe, structured activities.
- Using it in meaningful ways over time.
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