An Empirical Study of Applying Associative Method in College English Vocabulary Learning

Autor/in	Zhang, Min
Titel	An Empirical Study of Applying Associative Method in College English Vocabulary Learning
Quelle	In: English Language Teaching, 7 (2014) 6, S.68-73 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Associative Learning; Vocabulary Development; English (Second Language); Second Language Learning; Second Language Instruction; Nonmajors; Asians; Retention (Psychology); Foreign Countries; Teaching Methods; College Freshmen; Language Tests; China + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Merkfähigkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; Language test; Sprachtest
Abstract	Vocabulary is the basis of any language learning. To many Chinese non-English majors it is difficult to memorize English words. This paper applied associative method in presenting new words to them. It is found that associative method did receive a better result both in short-term and long-term retention of English words. Compared with the traditional way, associative method was more efficient in the retention of polysyllabic words, monosyllabic and disyllabic words. In addition, the differences were very significant. However, forgetting greatly influenced the long retention of English words. Therefore, teachers should encourage learners to review what they learned in class frequently, and learners themselves should participate actively in associative learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01