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The Role of Visual Cues in the Keyword Method: Assessing Variations of the Mnemonic Approach in L2 Vocabulary Learning

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Title: The Role of Visual Cues in the Keyword Method: Assessing Variations of the Mnemonic Approach in L2 Vocabulary Learning
Language: English
Authors: Cancino, Marco (ORCID 0000-0002-2450-8197), Silva, Javier, Gatica, Francisca
Source: MEXTESOL Journal. 2021 45(1).
Availability: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mnemonics, Cues, Rote Learning, Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language), Comparative Analysis, Teaching Methods, Visual Stimuli, Visual Aids, Correlation, Acoustics, Instructional Effectiveness, Journalism, Majors (Students), Recall (Psychology), Trend Analysis, Native Language, Associative Learning, Private Colleges, Undergraduate Students, Foreign Countries, Language Tests, Pretests Posttests
Geographic Terms: Chile (Santiago)
ISSN: 2395-9908
Abstract: It is well documented in the cognitive literature that visual stimuli create strong memory connections (Shapiro & Waters, 2005). In L2 research, mnemonic devices have been found to be a relevant factor in the development of vocabulary learning (Sagarra & Alba, 2006). However, the extent to which visual cues are needed in the association of an L2 item with an acoustic link has not been explored. Thus, the present study sought to compare two different versions of the Keyword Method (KM) (Atkinson & Raugh, 1975) in an EFL setting and to assess their effectiveness when compared to a group using Rote Learning. To this end, 37 EFL learners from a private university majoring in Journalism were divided into three groups (KM + visual cues, KM with no visual cues, and Rote Learning) and were exposed to the three different approaches to learn and retain 15 unknown target words. A Kruskal-Wallis test ran with immediate and delayed outcome measures (passive recall and passive recognition) showed that there were no significant differences in the three groups. However, a trend was seen where the version of the KM with no visual cues consistently had higher scores than the other version of the KM. Furthermore, it was found that rote rehearsal may be an effective vocabulary learning tool when the pedagogical goal is to learn and retain a discrete number of lexical items.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1289124
Database: ERIC
FullText Text:
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  Data: The Role of Visual Cues in the Keyword Method: Assessing Variations of the Mnemonic Approach in L2 Vocabulary Learning
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  Data: <searchLink fieldCode="AR" term="%22Cancino%2C+Marco%22">Cancino, Marco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2450-8197">0000-0002-2450-8197</externalLink>)<br /><searchLink fieldCode="AR" term="%22Silva%2C+Javier%22">Silva, Javier</searchLink><br /><searchLink fieldCode="AR" term="%22Gatica%2C+Francisca%22">Gatica, Francisca</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22MEXTESOL+Journal%22"><i>MEXTESOL Journal</i></searchLink>. 2021 45(1).
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  Data: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
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  Data: <searchLink fieldCode="DE" term="%22Mnemonics%22">Mnemonics</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Rote+Learning%22">Rote Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Stimuli%22">Visual Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustics%22">Acoustics</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Journalism%22">Journalism</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Associative+Learning%22">Associative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink>
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  Data: It is well documented in the cognitive literature that visual stimuli create strong memory connections (Shapiro & Waters, 2005). In L2 research, mnemonic devices have been found to be a relevant factor in the development of vocabulary learning (Sagarra & Alba, 2006). However, the extent to which visual cues are needed in the association of an L2 item with an acoustic link has not been explored. Thus, the present study sought to compare two different versions of the Keyword Method (KM) (Atkinson & Raugh, 1975) in an EFL setting and to assess their effectiveness when compared to a group using Rote Learning. To this end, 37 EFL learners from a private university majoring in Journalism were divided into three groups (KM + visual cues, KM with no visual cues, and Rote Learning) and were exposed to the three different approaches to learn and retain 15 unknown target words. A Kruskal-Wallis test ran with immediate and delayed outcome measures (passive recall and passive recognition) showed that there were no significant differences in the three groups. However, a trend was seen where the version of the KM with no visual cues consistently had higher scores than the other version of the KM. Furthermore, it was found that rote rehearsal may be an effective vocabulary learning tool when the pedagogical goal is to learn and retain a discrete number of lexical items.
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  Data: 2021
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Mnemonics
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Rote Learning
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Visual Stimuli
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Acoustics
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Journalism
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Trend Analysis
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Tests
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Chile (Santiago)
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      – TitleFull: The Role of Visual Cues in the Keyword Method: Assessing Variations of the Mnemonic Approach in L2 Vocabulary Learning
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