The Effectiveness of the Keyword Method for Receptive and Productive Foreign Vocabulary Learning in the Elderly

Gruneberg, Michael M.; Pascoe, Kate

doi:10.1006/ceps.1996.0009

Cited by 25 publications

(33 citation statements)

References 9 publications

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“…Research into the effectiveness of the keyword method has usually used rote rehearsal as a comparison condition. (For an exception, see Gruneberg & Pascoe, 1996.) Usually one group of participants are instructed in using the keyword mnemonic and are supplied with suggestions for the content of the image to be formed; the comparison group is instructed to rote rehearse the pairing of the English and foreign words, usually with repeated presentations like those in Experiment 1.…”

Section: Methodsmentioning

confidence: 99%

Comparing and combining retrieval practice and the keyword mnemonic for foreign vocabulary learning

Fritz

Morris

Acton

et al. 2007

Applied Cognitive Psychology

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Experiment 1 compared the effectiveness of retrieval practice, the keyword mnemonic and rote rehearsal for learning foreign language vocabulary. Both mnemonic methods produced similar recall and were superior to rote rehearsal. In Experiment 2, participants learned German vocabulary using keywords, retrieval practice or their own method. Retrieval practice and keyword-based recall were similar and superior to self-directed study. In Experiment 3, participants studied using keywords, retrieval practice, a combination or an elaboration strategy. Criterion testing occurred immediately and after a week. For receptive learning, retrieval practice and keywords were equally beneficial but for productive learning, retrieval practice was more effective. Combining strategies produced mixed results with significant benefits only for receptive learning in the delayed test.

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Section: Methodsmentioning

confidence: 99%

Comparing and combining retrieval practice and the keyword mnemonic for foreign vocabulary learning

Fritz

Morris

Acton

et al. 2007

Applied Cognitive Psychology

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“…Research has shown KM enhances immediate recall in learning vocabulary in a wide variety of languages, for example, Russian (Atkinson, 1975), German (Desrochers, Wieland, & Coté, 1991), Tagalog (Wang, Thomas, & Ouelette, 1992), and Chinese . Moreover, KM benefits not only adults, but also elderly learners (Gruneberg & Pascoe, 1996) and children (Pressley, Levin, & Miller, 1981). The method appeared effective when the experimenter provided the keywords as well as when the learners themselves generated them, though in adults the experimenter-supplied keywords seemed somewhat more effective (Atkinson, 1975;Pressley, Levin, & Delaney, 1982; but see .…”

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confidence: 94%

Keyword Mnemonics Versus Rote Rehearsal: Learning Concrete and Abstract Foreign Words by Experienced and Inexperienced Learners

1997

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“…Some studies required the subjects to make their own imagery linkage between the sound in L1 and L2, while some were teacher-oriented. However, most of the reviewed studies were involved with vocabulary acquisition in Spanish (Gruneberg & Pascoe, 1996), Russian (Sagarra & Alba, 2006), or other languages such as Egyptian (Brown & Perry, 1991), with quite a few studies conducted with Thai learners, using Thai words as keywords. In this study, the mnemonic keyword method (MKM) was used because the researcher wanted to provide all learners with the same picture, instead of having them create their own images, each of which might have different effects on memory.…”

Section: Introductionmentioning

confidence: 99%

The Mnemonic Keyword Method: Effects on the Vocabulary Acquisition and Retention

Siriganjanavong¹

2013

ELT

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The objectives of the study were to introduce the technique called "Mnemonic Keyword Method (MKM)" to low proficiency English learners, and to explore the effectiveness of the method in terms of short-term and long-term retention. The sample was purposefully drawn from one intact class consisting of 44 students. They were first-year university students studying a non-credit English remedial course. The materials used in the study consisted of 40 target words, with half of them taught using MKM and the other half with mixed methods, namely contextual clues, word structure analysis, and opposite word-pairs. Students' retention was measured by using a 40-item-vocabulary test and two cued-recall sheets. The results from the vocabulary test and the cued-recall sheets showed that compared to those mixed methods, words taught by MKM could be better recalled both in short-term and long-term memory.

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The Effectiveness of the Keyword Method for Receptive and Productive Foreign Vocabulary Learning in the Elderly

Cited by 25 publications

References 9 publications

Comparing and combining retrieval practice and the keyword mnemonic for foreign vocabulary learning

Comparing and combining retrieval practice and the keyword mnemonic for foreign vocabulary learning

Keyword Mnemonics Versus Rote Rehearsal: Learning Concrete and Abstract Foreign Words by Experienced and Inexperienced Learners

The Mnemonic Keyword Method: Effects on the Vocabulary Acquisition and Retention

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