Teaching a large Russian language vocabulary by the mnemonic keyword method

Raugh, Michael; Schupbach, Richard D.; Atkinson, Richard C.

doi:10.1007/bf00120656

Cited by 27 publications

(28 citation statements)

References 8 publications

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“…For example, the keyword method has been shown to yield better L2 vocabulary learning in many languages such as Chinese , English (Elhelou, 1994), German (Desrochers et al, 1991), Hebrew, Navajo, and Russian (Delaney & Raney, as cited in Pressley, Levin, & Delaney, 1982), Italian (Beaton, Gruneberg, & Ellis, 1995), Spanish , and Tagalog (Wang, Thomas, & Ouellette, 1992). In addition, the benefits of the keyword method also apply to classroom contexts (e.g., Ávila & Sadoski, 1996;Levin, Pressley, McCormick, Miller, & Shriberg, 1979;Rodríguez & Sadoski, 2000;Schmitt, 2000), laboratory settings (e.g., , and computer-enhanced language learning environments (Raugh, Schupbach, & Atkinson, 1977). Furthermore, the keyword method has been found to facilitate L2 lexical retention in children (Pressley & Levin, 1978;Pressley, Levin, & Miller, 1981;Ulanoff & Pucci, 1993), elderly learners (Gruneberg & Pascoe, 1996), and students with various individual differences (Delaney, 1978;Mullis, 1977;and Pressley, Levin, Nakamura, et al, 1980).…”

Section: Rote Memorization and Mnemonic Elaboration Techniquesmentioning

confidence: 99%

The Key Is in the Keyword: L2 Vocabulary Learning Methods With Beginning Learners of Spanish

Sagarra

Alba

2006

The Modern Language Journal

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This study investigates the effectiveness of three methods of learning vocabulary among 778 beginning second language (L2) learners. Rote memorization consists of memorizing the first language (L1) translation of a new L2 word by rehearsal. Semantic mapping displays L1 words conceptually related to the L2 word in a diagram. The keyword method involves associating the novel L2 word with an L1 keyword that is acoustically or orthographically similar, and then connecting the L1 keyword with the L1 translation of the L2 word. The results reveal that vocabulary learning techniques requiring deeper processing through form and meaning associations (i.e., the keyword method) yield the best retention. In addition, rote memorization of L1-L2 equivalents is more effective than creating multiple meaning associations (i.e., semantic mapping). We suggest that using the keyword method with phonological keywords and direct L1 keyword-translation links in the classroom leads to better L2 vocabulary learning at early stages of acquisition.

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Section: Rote Memorization and Mnemonic Elaboration Techniquesmentioning

confidence: 99%

The Key Is in the Keyword: L2 Vocabulary Learning Methods With Beginning Learners of Spanish

Sagarra

Alba

2006

The Modern Language Journal

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“…The keyword method, as developed by Atkinson and his collaborators (Atkinson, 1975;Raugh, Schupbach, & Atkinson, 1977), is a twostage method. In the first stage, the learner selects a nativelanguage word or phrase, preferably a concrete one (i.e., the keyword) that is acoustically similar to the FL word.…”

mentioning

confidence: 99%

Effects of Rote, Context, Keyword, and Context/Keyword Methods on Retention of Vocabulary in EFL Classrooms

Rodríguez

Sadoski

2000

Language Learning

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In the present study, the effects of rote rehearsal, context, keyword, and context/keyword methods on immediate and long-term retention of English as a foreign language (EFL) vocabulary in natural classroom settings was examined. 8 intact 9th-grade EFL classes were randomly assigned to 1 of 4 learning conditions: rote rehearsal, context, keyword, and context/keyword condition. Cued recall was assessed either immediately or after a 1-week delay. Results showed that the context/keyword method produced superior recall to any of the other 3 methods after 1 week, suggesting a very promising educational value for this method.

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“…The most common method in this area is mnemonic key word method developed by Atkinson and his collaborators (e.g. Atkinson, 1975;Atkinson & Raugh, 1975;Raugh, Schupbach, & Atkinson, 1977). The method, at the first stage, requires students to associate the spoken foreign word to a native word (the keyword) that sounds approximately like some part of the foreign word.…”

Section: Mnemonic Associations and Techniquesmentioning

confidence: 99%

Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time

Anjomafrouz¹,

Tajalli²

2012

IJEL

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Effects of using mnemonic associations on vocabulary recall of Iranian EFL learners were investigated in two separate experiments with adolescents and adults. In each experiment, the students were divided into two groups of experimental (mnemonic) and control (rote). Using a number of predesigned (the researcher-designed) associations as models, the students of the mnemonic groups were trained to generate mnemonic associations of their own for the new vocabulary words they had chosen to learn. Then, their use of the initial (previously student-designed) and the new self-designed associations was assessed by giving four recall tasks. The students of the rote groups, on the other hand, were instructed to learn the words through memorization and repetition. The data analyzed revealed that using mnemonic associations led to significantly better performance of the adult students when comparison was made with an external control group (rote group) and better performance of both adult and adolescent groups when comparison was made with an internal control group (when students used no association in mnemonic group). Furthermore, the higher performance of mnemonic groups who frequently reported using initial associations revealed that these had a significant role at vocabulary recall of students. Finally, mnemonic method significantly affected the vocabulary recall of adult students for both receptive and productive learning.

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Teaching a large Russian language vocabulary by the mnemonic keyword method

Cited by 27 publications

References 8 publications

The Key Is in the Keyword: L2 Vocabulary Learning Methods With Beginning Learners of Spanish

The Key Is in the Keyword: L2 Vocabulary Learning Methods With Beginning Learners of Spanish

Effects of Rote, Context, Keyword, and Context/Keyword Methods on Retention of Vocabulary in EFL Classrooms

Effects of Using Mnemonic Associations on Vocabulary Recall of Iranian EFL Learners over Time

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