Words should be explained in the foreign language so learners have thepossibility of contextualization.

More than one situation or context should be used to describe the new word.

Sample sentences should be used to show how the new word is used.

This technique should rely on exercises which will help students not only practice the vocabulary but ENRICH it.

Very good because it USES KNOWN VOCABULARY.

Good with low level students because the teacher has to restrict the length and complexity of his explanation.

Students can use this techniques by themselves by asking each other "What's the opposite of ..."

They can try to explain the meaning and the use of a foreign word in the foreign language itself.

Saves times.

VERY EFFECTIVE way of CONVEYING MEANING. It may not always convey the exact sense of an item, but neither do English synonyms or definitions in some occasions.

Unfortunately, it IS OVERUSED by teachers, which can cause a lot of NEGATIVE EFFECTS, such as: lexical and grammatical errors (because the word is not learned in its natural context.Forgetting words by a lack of practising which would appear in natural ways in explanations, synonyms, antonyms and definitions.

Fear of texts in the native language because everything is translated into the mother-tongue.

Slower development of listening skills

Students should ASK others to explain the meaning of an item or VICE VERSA, MAKE THE CONTEXT CLEAR so that the listener can PROVIDE THEM WITH THE WORD they are looking for.

Teacher needs to TEACH THIS STRATEGY (by asking the class as they should do it)

Because the learners learn without the teacher having a direct impact he has to MONITORCAREFULLY to clarify meaning, pronunciation, etc. He may well decide to have a FINAL FEEDBACKSESSION with the class to ensure that the activity has been effective in supplying accurate information

Good if no teacher is around. It can also help continuing learning outside the classroom.

Dictionaries teach students phonemic scripts and stress marking [Is this really used by teachers/pupils?]

It takes long to look up words in a dictionary and more proficient learners benefit less from dictionary use.

Looking up words maybe be quicker and easier online, but it can become so efortlessthat it may decrease vocabulary retention [Einbehaltung].

Using a dictionary more than necessary leads to an inefficient use of study timeand less retention of words looked up

Dictionaries should be used for learners when reading a text above their level to reach the comprehension.

Knowledge of WORD FORMATION, e.g. PREFIXES and SUFFIXEScan also help students to discover meaning.

Students can learn special techniques like finding DISCOURSE MARKERS and identifyingthe function of the word in the sentence (is it a verb, adjective or noun?)

Still students have different skills and some might have problems with this task (anspruchsvoll, siehe Bachmann).

Contextual guesswork should not be introduced into the lession at a time when other skills are being developed.