International Journal of Language and Linguistics

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The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners

Received: 15 December 2015    Accepted: 05 January 2016    Published: 11 January 2016
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Abstract

This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.

DOI 10.11648/j.ijll.20160401.12
Published in International Journal of Language and Linguistics (Volume 4, Issue 1, January 2016)
Page(s) 9-13
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Keyword Method, Long Term Memory, Mnemonic Device, Short Term Memory

References
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[5] Atkinson, R. C. (1975). Mnemotechnic in second-language learning. American Psychologist, 30, 821-828.
[6] Atkinson, R. C., & Raugh, M. R. (1975). An application of the mnemonic as the keyword method to the acquisition of Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 1, 126-133.
[7] Atkinson, R. C., & Raugh, M. R. (1975).An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 1(2), 126-133.
[8] Avila, E. & Sadoski, M. (2006).Exploring new applications of the keyword method to acquire English vocabulary. Langauge Learning, 46 (3), 379-395.
[9] Beetlestone, F. (1998).Creative children, imaginative teaching. Buckingham: Open University Press.
[10] Campos, A., & Gonzalez, M. A. (2003).Limitations of the mnemonic-keyword method. Journal of Educational Psychology, 130(4), 399-413.
[11] Ellis, R. (1997). Explaining individual differences. The Study of Second Language Acquisition. Hong Kong: Cambridge University Press. English vocabulary words. Educational Research, 36(3), 295-302.
[12] krashen, S. (1983). The natural approach: language acquisition in the classroom. San Francisco: Alemany press.
[13] Nunan, D. (2001). Syllabus design. In: Celce-Murcia, M. Teaching English as a second or foreign language. Third Edition. London: Heinle Heinle – Thomson Learning.
[14] Pressley, M., & McCormick, C. B. (1995).Cognition, teaching and assessment. New York: Harper Row.
[15] Pressley, M., Levin, J. R. & Miller, S. (1981). Cognitive strategy research: educational application. New York: Springer- Verlag.
[16] Richards, J.C. & Rendandya, W.A. (2002). Methodology in Language Teaching: an anthology of current practice. New York: Cambridge.
[17] Rodriguez, M. & Sadoski, M. (2000).Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50(2), 385-412.
[18] Rodriguez, M., & Sadoski, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50 (2), 385-412.
[19] Sabuncuoglu, M. A. (2013). Putting mnemonic strategies to work in an inclusive classroom. Learning Disabilities Research & Practice, 15(2), 69-74.
[20] Sagarra, N., & Alba, M. (2006). The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal, 90(2), 228-243.
[21] Scruggs, T. E., Mastropieri, M. A. Berkeley, S. L., & Marshak, L. (2010). Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence. Intervention in School and Clinic, 46(2), 79–86.
[22] Shapiro, A. M. & Waters, D. L (2005).An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning. Language Learning, 9 (2), 129-146.
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Author Information
  • Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran

  • Department of English, Zanjan Branch, Islamic Azad University, Zanjan, Iran

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  • APA Style

    Zeynab Khalafi, Mohammad Reza Oroji. (2016). The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. International Journal of Language and Linguistics, 4(1), 9-13. https://doi.org/10.11648/j.ijll.20160401.12

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    Zeynab Khalafi; Mohammad Reza Oroji. The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. Int. J. Lang. Linguist. 2016, 4(1), 9-13. doi: 10.11648/j.ijll.20160401.12

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    AMA Style

    Zeynab Khalafi, Mohammad Reza Oroji. The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners. Int J Lang Linguist. 2016;4(1):9-13. doi: 10.11648/j.ijll.20160401.12

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  • @article{10.11648/j.ijll.20160401.12,
      author = {Zeynab Khalafi and Mohammad Reza Oroji},
      title = {The Impact of Using Keyword Method on Vocabulary Learning and Retention: A Case of Iranian Intermediate EFL Learners},
      journal = {International Journal of Language and Linguistics},
      volume = {4},
      number = {1},
      pages = {9-13},
      doi = {10.11648/j.ijll.20160401.12},
      url = {https://doi.org/10.11648/j.ijll.20160401.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijll.20160401.12},
      abstract = {This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.},
     year = {2016}
    }
    

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    AB  - This study investigated the impact of using Keyword Method on Iranian Intermediate EFL learners’ vocabulary learning and memorizing. To achieve this end, 40 female students were selected fromone English Language Institute in the form of two intact groups with the same number of students, namely control and treatment groups. The purpose was to teach themforty selected vocabulary items from 504 essential words for TOEFL during one semester. To do so, for the treatment group, the researcher made a booklet including the English words with their Persian keywords for the students, but the control group lacked this booklet. The data obtained through pre-test, post-test and delayed post- test were analyzed via a number of t-tests. The results of the data analysis indicated that the keyword method had a significant effect on both learners’ vocabulary learning and retention. Most of the learners believed that their classroom turned into an interesting atmosphere by adding a little flavor of fun and motivating students.
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