The mnemonic keyword method: The effects of bidirectional retrieval training and of ability to image on foreign language vocabulary recall

2007 ◽  
Vol 17 (3) ◽  
pp. 360-371 ◽  
Author(s):  
Mirella Wyra ◽  
Michael J. Lawson ◽  
Njora Hungi
Keyword(s):  
Foreign Language ◽  
Vocabulary Recall ◽  
Keyword Method

scholarly journals The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool

2019 ◽  
Vol 9 (3) ◽  
pp. 210 ◽  
Author(s):  
Kanellopoulou ◽  
Kermanidis ◽  
Giannakoulopoulos
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Dual Coding ◽  
Learning Theories ◽  
Teaching Tool ◽  
Vocabulary Recall

The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.

Utilization of the Hookword Method for the Learning of Polish Vocabulary

1989 ◽  
Vol 85-86 ◽  
pp. 123-142
Author(s):  
Cem Kelly
Keyword(s):  
Foreign Language ◽  
Memory And Learning ◽  
Individual Learner ◽  
Learning Technique ◽  
Keyword Method ◽  
Material Constraints

The hookword method of learning foreign language vocabulary evolved by Paivio (1978) is far less widely known than the keyword method of Pressley and his associates and has been subject to very little experimentation. Furthermore, although intended as a rehearsal and learning technique to be used by any individual learner independently of a teacher and any material constraints, virtually no attempt has been made to implement it. Originally developed for the learning of French vocabulary, the system was adapted by the author for use with Polish. Following a description of the method, it is shown how this adaptation was accomplished. A number of positive and neutral observations are listed which were recorded over the twelve-month period in which it was employed; drawbacks of the method are then described and discussed. The overall experience was positive in so far as it gave insights into the potential of imagery as a memory and learning aid and in that it substantially augmented and reinforced the author's Polish lexis at no cost to any other activity.

scholarly journals Phonetic Matching, Semanticized Phonetic Matching and Phono-Semantic Matching as Techniques in Keyword Selection

2017 ◽  
Vol 7 (1) ◽  
pp. 45
Author(s):  
Yan Chen
Keyword(s):  
Foreign Language ◽  
Target Word ◽  
Native Language ◽  
Vocabulary Learning ◽  
Empirical Studies ◽  
Semantic Matching ◽  
Keyword Method ◽  
The Creation ◽  
Foreign Language Vocabulary Learning ◽  
Chinese And English

In foreign language vocabulary learning, the keyword method is among the most widely researched mnemonics and has been proved effective by numerous empirical studies. To use the keyword method, a keyword in the native language must be selected for the creation of an image or a sentence of the keyword “interacting” with the target word in the foreign language, thus facilitating retention and retrieval of the target word. In an attempt to contribute to successful application of the keyword method, this paper outlines three techniques in keyword selection, i.e., phonetic matching, semanticized phonetic matching, and phono-semantic matching, by mainly drawing on example pairs from Chinese and English. The phonetic and semantic links between keyword and target word pairs derived through each technique are analysed, and possible pitfalls are addressed as well. 

Young children's learning of foreign language vocabulary: A sentence variation of the keyword method

1980 ◽  
Vol 5 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Michael Pressley ◽  
Joel R. Levin ◽  
Christine B. McCormick
Keyword(s):  
Foreign Language ◽  
Children’S Learning ◽  
Keyword Method ◽  
Children's Learning

scholarly journals VLASTWA: a vocabulary learning and strategy teaching web-app

2020 ◽  
pp. 240-246
Author(s):  
Siamak Mirzaei ◽  
Trent W. Lewis ◽  
Mirella Wyra ◽  
Brett Wilkinson
Keyword(s):  
Experimental Study ◽  
Foreign Language ◽  
Research Study ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Delayed Recall ◽  
New Words ◽  
Keyword Method ◽  
Web App ◽  
The Web

This research study tends to evaluate the efficaciousness and usability of a Vocabulary Learning And Strategy Teaching Web-App (VLASTWA) – a customised and targeted web-app for (1) teaching the KeyWord Method (KWM) which is a widely investigated vocabulary learning strategy, and (2) facilitating new vocabulary learning via KWM. In this experimental study, with a between/within design, native Persian participants (n=160, age:18-60) learnt to use KWM, applied it in acquiring 22 new words, and tested this newly learnt vocabulary immediate (T1)/delayed (T2) recall. The effectiveness of the use of KWM taught within the web-app and the traditional Pen and Paper (P&P) in the experimental groups were compared with the control app and P&P groups via immediate/delayed recall of learnt vocabulary. The results suggest VLASTWA was efficient for learning new vocabulary while highlighting how meaningful and interactive it can be in accompanying and enriching Foreign Language (FL) vocabulary learning.

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