The Effectiveness of Mnemonic Devices for ESL Vocabulary Retention

Autor/in	Hill, Aryn C.
Titel	The Effectiveness of Mnemonic Devices for ESL Vocabulary Retention
Quelle	In: English Language Teaching, 15 (2022) 4, S.6-15 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Mnemonics; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Instructional Effectiveness; Communicative Competence (Languages); Learning Processes; Undergraduate Students; Retention (Psychology); Vocabulary Development; Student Attitudes; Preferences; Foreign Countries; Metacognition; Learning Strategies; Language Tests; Instructional Materials; Pretests Posttests; Native Language; China + Suchen Sie Ihr Suchwort? Mnemotechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Learning process; Lernprozess; Merkfähigkeit; Wortschatzarbeit; Schülerverhalten; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Language test; Sprachtest; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The overall purpose of this study is to explore and understand how students acquire and apply new information (in particular, vocabulary) and how we as instructors can aid in this process. Communicative Language Teaching (CLT) as a whole tends to prioritize implicit learning but it is my belief that certain content can be understood more profoundly when presented in an explicit manner. This research seeks to determine the role of various mnemonic devices in the learning process and how effective they are for helping university students retain information in the English as a Foreign Language (EFL) classroom. Results collected from this experiment conclude that mnemonic devices can indeed improve a student's vocabulary retention and that Chinese EFL students prefer mnemonic techniques which bridge the linguistic gap between their native language and target language. In application, EFL instructors can utilize the findings of this research to raise a student's awareness of language learning techniques via explicit instruction and increase the volume of their vocabulary retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01