The Science behind LanguageMate

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    Why learning vocabulary is important

    Expanding your vocabulary in a target language is an integral part of learning that language. Without a sufficient vocabulary, most other aspects of learning a second language fall apart.

    Renown British Linguist David Wilkins puts the importance of growing your vocabulary in his famous quote:

    Without grammar, very little can be conveyed; without vocabulary nothing can be conveyed
    Wilkins (1972)

    This was followed up decades later with Schmitt saying that "lexical knowledge is central to communicative competence and to the acquisition of a second language” (Schmitt, 2000).

    Our problem

    However, although learning vocabulary is a crucial element of learning a second language, there are fewer resources devoted to improving the efficiency of the activity.

    For example, most language teaching institutions will focus solely on grammar, speaking, and writing. Thus, vocabulary acquisition is the student's responsibility - a party much less informed of available research than the teacher.

    Ultimately, this leads to one of two outcomes:

    1. The student neglects learning vocabulary altogether
    2. The student attempts to learn vocabulary using inefficient techniques such as repetition

    Student One will slowly start to fall behind in their language class. They will feel like they are making no progress. Unfortunately,

    Student One will likely quit at the end of the language course.

    Student Two, however, will likely keep up with class material and may not quit the language initially. However, with time, they will become frustrated with spending their time using flashcards or other mundane vocabulary-learning activities.

    Student Two will slowly start to become Student One as they begin to neglect vocabulary acquisition. Therefore, Student Two will likely quit after a few more years of tuition, nevertheless, with a better understanding of the language. They will, however, fall short of fluency.

    I hope this resonates with you. Personally, I was Student Two for many years but then I regressed to Student One. I grew tired of traditional techniques and lost the motivation to put myself through any more flashcards.

    And that was when I discovered Diglot Weave.

    Our Method

    We used a method called Diglot Weave. Diglot comes from the Greek. Di means two, and Glot means languages.

    We harnessed the power of Diglot Weave to build our revolutionary Web App.

    Our Web App integrates your target language seamlessly into the news or other similar content. Find out more.

    With LanguageMate, you can learn vocabulary without dedicating time to learn vocabulary.

    And you do not have to change your daily schedule, as it fits into activities you already do, like reading the news.

    The Research behind the method

    Diglot Weave is superior to the traditional methods of teaching.
    (Nemati, 2014)


    Furthermore, other researchers believe that the input is more comprehensible as you can learn from engaging content you are interested in. And this further improves language acquisition (Yuhua, 1999).

    This point here is crucial. If you the process of learning new vocabulary, you will be more willing to continue the activity. So by using LanguageMate, you will be able to stay naturally motivated for longer. Ultimately, this means you can make more progress to your fluency.

    Furthermore, the Diglot Weave technique stresses fluency (Nemati, 2014). It allows you to reach conversational fluency faster so you can start engaging in even more efficient learning activities, such as watching TV or speaking to natives.

    Diglot Weave uses your native language acts as a conversational lubricant (Butzkamm, 1998) so that the acquisition of foreign vocabulary is seamless.

    Finally, by relying on your native language when you are unsure of a foreign word, Diglot Weave helps reduce anxiety when it comes to learning a foreign language (Nemati, 2014).

    Our Commitment

    We want to contribute to the available research as we grow. We will be conducting our own experiments and tests to find out what the most effective methods are to help our users optimise their time.

    We hope you will join us on that journey!


    We employ the Diglot Weave technique to help you grow your vocabulary in a time-effective and enjoyable way.

    Thank you for reading and if you are excited by the possibilities of using Diglot Weave to your advantage, try our Web App!


    Butzkamm, W. (1998) Code-switching in a Bilingual History Lesson: The Mother Tongue as a Conversational Lubricant. International Journal of Bilingual Education and
    Bilingualism, 1:2, 81-99.

    Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

    Schmitt, N., and McCarthy, M. J. (1997). Vocabulary: Description, Acquisition and Pedagogy. Cambridge:
    Cambridge University Press.

    Wilkins, D. A. (1972). Linguistics in language teaching. Edward Arnold, London.

    Yuhua, J. (1999). In the Classroom: Communicative language- teaching through sandwich stories for EFL children in china. TESL Canada,17, (1).