Does teaching mnemonics for vocabulary learning make a difference? Putting the keyword method and the word part technique to the test

作者：Wei Zheng^*

来源：Language Teaching Research, 2015, 19(1): 43-69.

DOI：10.1177/1362168814541734

• Keyword method
• self-strategy
• vocabulary learning mnemonics
• word part

The present research tested the effectiveness of the word part technique in comparison with the keyword method and self-strategy learning. One hundred and twenty-one Chinese year-one university students were randomly assigned to one of the three learning conditions: word part, keyword or self-strategy learning condition. Half of the target words were high imageability words and the other half low imageability words. Learning was assessed immediately after the learning phase and after a 9-day delay using three different test formats: word-form recognition, meaning recognition and translation. Results showed that the keyword method was inferior to the word part technique and self-strategy learning on the translation test format. No significant difference was observed on the form recognition test between any two of the three learning conditions.

• 出版日期2015-1
• 单位北京外国语大学