I have some questions about LingQing, the best feature of the site.
I am wondering though, whether I should create a lot of Lingq and really try to memorize the words OR create few LingQs and study the words intensively.
I don’t really know what to do. I guess after lots of listening, it’s easier to remember the word. Maybe some words/phrases won’t stick immediately, but ultimately they will.
What about Dutch? Will it be available soon or do we have to wait a bit longer?
I have been wondering this one too, for some time now. I haven’t come to any definite conclusions, but I can say this:
if you create lots of lingQs (I have thousands) then you can learn words in family groups, eg I learn, he learns, they learn, all together.
If you create lots of lingQs then you can learn the easy ones now and save the hard ones for later.
If you create lots of lingQs you get lots of activity points on your activity score.
If you create lots of lingQs and don’t bother to learn very many of them, eventually you get really frustrated because when you open a new lesson it is already half yellow and you don’t understand a word of it 
I am now working on picking 50 short, easy words a day out of my saved but not learned lingQs and learning them.
Regarding “few words but known” vs. “many words but half-known”, I think it’s a mix of both - I want to establish a good foundation for the everyday words, but I also want to see other words. Otherwise it’s like reading “Who is she?” over and over again (maybe even memorize it) and then think that I “know” the language.
Hoping that we get the “number of new words” again, I keep adding LingQ all the time even if I pay more attention to those which seem to be used everywhere in my texts (e.g. conjugated verbs, plural forms, different cases et.c.).
Sometimes I add words from frequency lists (and find that I know quite many of them), I use both the LingQs of the day and the regular flashcard tool (for random letters of the alphabet, tags et.c.). I also degrade words all the time (for obvious reasons, it’s hard to keep vocabulary from three languages “active”).
Judging from how yellow my lessons are, I still have a lot of words to learn…
Unfortunately I am rushing out the door right now, but I promise to provide a detailed description of what I do later today. Meanwhile I am interested to hear what other people do. I am convince that LingQing is a key element in the development of the ability to notice what happens in the language. Once we notice, we learn better and eventually are able to use the language more and more accurately.
I, for sure, create a LingQ for every word I don’t understand unless I think it is too obscure to worry about. I also LingQ words that I think I know but am not sure about. Then, I LingQ good phrases that I want to learn to use. I don’t worry about LingQing too much. I do also flashcard my LingQs of the Day religiously so that I move the words to Status 4 within a relatively short period. That way I don’t end up with too much yellow on the new texts. I go through the flashcards quickly and just make sure I have a decent but not perfect understanding of the terms. This works for me…
I think I do it like Mark. I create a LingQ for every new word or interesting phrase. If I know a word, but I’m not sure about it, I create a LingQ too.
I use the LingQ of the day mail to review it. That’s all. Very seldom I use other methods. I got the feeling that it is enough when I review with the mail. Most of the time there are 100 words to review in the mail. The mail offers a good system of reviewing. The status of words that I can remember gets up quickly to status 4.
Like Mike I didn’t stay to long with words that I cannot remember. I read the phrase, that’s all. Then I move to the next LingQ.
I recognized that a word stays much better with me, when I meet the word again in another text. So I try to read a lot of different items about the same subject. This works good for me.
Lots, and lots, and lots of Input is the key for me to success.
I LingQ a lot. I am perhaps the champion LingQer here, at least in one language.
I LingQ if I have even the slightest doubt about a word. I end up with a lot of LingQs of different forms of the same word.
I have not LingQed many phrases in the past because my main focus was on words. It is too frustrating when there are too many unknown words in a text.
Now that I am focusing more on form and usage, I LingQ more phrases. I also add in the English meaning for these phrases now that we have reverse flash cards.
I do not worry about moving words to known. I like to see lots of yellow on my texts. If I do not remember the meaning, or need to check one of these words, the yellow words open faster than words that are not highlighted. I agree with Vera, that reading a text with lots of yellow words is very useful for learning those words. It is kind of like reviewing a group of words in context. And you know these are important words since they are appearing more than once.
I used to review my List of previously saved LingQs in flash cards before starting a text. Now I know most of these words so I do not bother.
Now my favourite place to review words is just after reading a text. I go to the Vocab section and look at my most recently saved LingQs. I go through them and edit the captured phrase, and add Tags. This little investment of time while these words, and their contexts, are still somewhat fresh in my mind, is well worth it.
Every so often I spend an hour or so at the Vocab page. I may review all my Masculine nouns in different cases, or Adjectives, or all Genitive case nouns that I have tagged or whatever I feel like doing. I sometimes just jump in somewhere in the alphabetical order and see all the related words that I have saved. Sometimes I will review words by priority, although less now that I know most high priority words in Russian.
It is the combination of all of these activities that enables me to learn the words. It is not any specific activity.
The word order of Japanese sentences is still quite confusing for me, so usually I lingq every unknown word in the sentence and then the whole sentence. Then I review lingqs, which are tagged as “sentences”. And usually I don’t bother about single words. But if I, reading new lesson, stumble onto some yellow word that I already know, I just move it to known. Sometimes I want to review more, but it takes much time, and I tend to submit a lot of writings (not too many, but as many as my spare time allows). So, when I have time either to review lingqs or to write, I write.