Using etymology in the classroom

Abstract

This article argues that instruction in etymology, although at present neglected in the second-language curriculum, could offer meaningful linguistic information and principles to the intermediate/advanced second-language learner. Etymology, the study of word origins, has all the attributes of what educational psychologists term meaningful learning. This is a type of learning connected to prior learning, more highly retainable and generalizable, making it superior to simple rote learning of vocabulary. Practical illustrations of how etymology could be integrated into a second-language programme are given, based on the author's own experience as an ESL specialist in Hong Kong.