ERIC Number: EJ1048554
Record Type: Journal
Publication Date: 2015-Jan
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1362-1688
EISSN: N/A
Does Teaching Mnemonics for Vocabulary Learning Make a Difference? Putting the Keyword Method and the Word Part Technique to the Test
Wei, Zheng
Language Teaching Research, v19 n1 p43-69 Jan 2015
The present research tested the effectiveness of the word part technique in comparison with the keyword method and self-strategy learning. One hundred and twenty-one Chinese year-one university students were randomly assigned to one of the three learning conditions: word part, keyword or self-strategy learning condition. Half of the target words were high imageability words and the other half low imageability words. Learning was assessed immediately after the learning phase and after a 9-day delay using three different test formats: word-form recognition, meaning recognition and translation. Results showed that the keyword method was inferior to the word part technique and self-strategy learning on the translation test format. No significant difference was observed on the form recognition test between any two of the three learning conditions.
Descriptors: Mnemonics, Second Language Learning, Second Language Instruction, Asians, Undergraduate Students, Teaching Methods, Instructional Effectiveness, Translation, Learning Strategies, Foreign Countries, English (Second Language), Vocabulary Development, Pretests Posttests, Language Tests, Word Recognition, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A