This study investigates the effects of Processing Instruction (PI) on the acquisition of grammatical gender and gender-marked pronouns in German. PI was compared to Traditional Instruction, i.e. a traditional, vocabulary-oriented approach using color cues (TI) and a Categorization and Memorization task (CM). The results of an immediate posttest…

This article presents the results of a research project carried out in 2017 at the Agricultural High School of Universidad Autónoma Chapingo in Texcoco, Mexico, with the aim of determining which vocabulary strategies students used, as well as the frequency of their use. A Likert-scale questionnaire with 5 points, adapted from Easterbrook (2013),…

The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword…

The purpose of this study was to investigate the memory effects of the postgraduates' memorizing Everyday English from 30 to 100 using the Natural Numeral Imagery Memory (Method by memorizing the concrete objects associated with the shapes of Arabic numeral to produce marvelous imagination, MMOASAPMI). The results indicated as follows: Firstly,…

Available experimental evidence is reviewed concerning the keyword method, a two-stage procedure for remembering materials having an associative component. The review examines subjects' memory for definitions, given vocabulary words; subjects' learning of other aspects of vocabulary, given definitions; group-administered keyword studies; and…

The Lexical Approach (LA) is founded on the belief that, in order to achieve a high level of accuracy "with fluency," learners of a foreign language need to commit to memory vast numbers of multi-word expressions. However, since it is far from clear that the methodology currently associated with the LA holds out well-founded hope that phrase…

The keyword method of vocabulary acquisition is a two-step mnemonic technique for learning vocabulary terms. The first step, the acoustic link, generates a keyword based on the sound of the foreign word. The second step, the imagery link, ties the keyword to the meaning of the item to be learned, via an interactive visual image or other…

Findings from 4 experiments with a total of 218 college students, in which the retention interval for second-language vocabulary words was treated as a between-subjects factor, indicate that long-term forgetting is greater for learners instructed to use the keyword mnemonic than for learners engaged in rote rehearsal. (SLD)

The keyword method is a mnemonic device limited to teaching vocabulary items. It involves association of a bizarre image with the meaning of the word and can take on the attractive qualities of a game. Results indicate that motivation and interest are stimulated and vocabulary skills improved. (AMH)

Mnemonic techniques for teaching French verbs and their corresponding prepositions to native English speakers are presented. The devices are outlined by category of verb and preposition. Then specific techniques for presentation, memorization, and further uses are described. (Contains six references.) (MSE)

Describes a study in which 26 learners of Hebrew as a second language were trained to generate associations of their own choosing to new vocabulary items. Their use of these and new associations was then examined during recall tasks over a period of a month. (Author/MES)

The Keyword Method (KWM) of vocabulary learning is a mnemonic method designed to help students learn foreign vocabulary. It has been shown to be effective over several other memorization strategies. The present experiment was designed to explore the cognition underlying the effectiveness of the KWM. Specifically, both the degree of cognitive…

A discussion of the ease or difficulty of learning vocabulary words in a second language looks at a variety of issues in second language instruction. Research on factors in vocabulary learning is discussed, focusing on such factors as similarity in form and morphology, deceptive morphological structure, different syntactic patterning in the native…

This article describes a variety of ways learners can help themselves remember new words, choosing the ones that best suit their learning styles. It is asserted that repeated exposure to new lexical items using a variety of means is the most consistent predictor of retention. The use of verbal, visual, tactile, textual, kinesthetic, and sonic…