Does Teaching Mnemonics for Vocabulary Learning Make a Difference? Putting the Keyword Method and the Word Part Technique to the Test

Autor/in	Wei, Zheng
Titel	Does Teaching Mnemonics for Vocabulary Learning Make a Difference? Putting the Keyword Method and the Word Part Technique to the Test
Quelle	In: Language Teaching Research, 19 (2015) 1, S.43-69 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168814541734
Schlagwörter	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; China + Suchen Sie Ihr Suchwort? Mnemotechnik; Zweitsprachenerwerb; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Language test; Sprachtest; Worterkennung; Statistische Analyse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01