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A Comparison of the Use of Three Vocabulary Learning Methods by Pre-Service English Language Teachers

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Title: A Comparison of the Use of Three Vocabulary Learning Methods by Pre-Service English Language Teachers
Language: English
Authors: Salihoglu, Umut M. (ORCID 0000-0002-5321-6556), Yalçin, Isil (ORCID 0000-0002-7160-4210)
Source: Shanlax International Journal of Education. Dec 2022 11(1):57-68.
Availability: Shanlax International Journals. 66, V.P. Complex, T.P.K. Main Road, Near KVB Vasantha Nagar, Madurai Tamil Nadu 625003, India. e-mail: shanlaxjournals@gmail.com; Web site: http://www.shanlaxjournals.in/journals/index.php/education
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Comparative Analysis, Vocabulary Development, Teaching Methods, Preservice Teachers, Language Teachers, English (Second Language), Rote Learning, Semantics, Grade 3, Elementary School Teachers, Retention (Psychology), Instructional Effectiveness
ISSN: 2320-2653
2582-1334
Abstract: The present study aimed to construct the piloting phase of a more extensive investigation on the effectiveness of the keyword technique, rote memorisation and semantic mapping as vocabulary learning methods in word retention rates of 16 third-grade pre-service teachers studying at English Language Teaching Department of a large Turkish university. The effectiveness of the methods for vocabulary learning was tested using three experimental learning conditions; the conditions were administered to all the participants for their learning of carefully selected 24 low-frequency English words. The results from the immediate post-tests indicated that the keyword technique provided the highest success in recalling the target words. Besides, the rote memorisation method was as successful as the keyword technique. However, the semantic mapping technique has created moderately lower scores both in immediate and delayed post-tests. After an interval of seven weeks, no significant differences were observed between methods. The study yielded suggestions for future larger-scale studies regarding the sample group's size, the field of study, and variety in the target language.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1373536
Database: ERIC
FullText Text:
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  Data: A Comparison of the Use of Three Vocabulary Learning Methods by Pre-Service English Language Teachers
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  Data: <searchLink fieldCode="AR" term="%22Salihoglu%2C+Umut+M%2E%22">Salihoglu, Umut M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5321-6556">0000-0002-5321-6556</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yalçin%2C+Isil%22">Yalçin, Isil</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7160-4210">0000-0002-7160-4210</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Shanlax+International+Journal+of+Education%22"><i>Shanlax International Journal of Education</i></searchLink>. Dec 2022 11(1):57-68.
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  Data: Shanlax International Journals. 66, V.P. Complex, T.P.K. Main Road, Near KVB Vasantha Nagar, Madurai Tamil Nadu 625003, India. e-mail: shanlaxjournals@gmail.com; Web site: http://www.shanlaxjournals.in/journals/index.php/education
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  Data: 12
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  Data: The present study aimed to construct the piloting phase of a more extensive investigation on the effectiveness of the keyword technique, rote memorisation and semantic mapping as vocabulary learning methods in word retention rates of 16 third-grade pre-service teachers studying at English Language Teaching Department of a large Turkish university. The effectiveness of the methods for vocabulary learning was tested using three experimental learning conditions; the conditions were administered to all the participants for their learning of carefully selected 24 low-frequency English words. The results from the immediate post-tests indicated that the keyword technique provided the highest success in recalling the target words. Besides, the rote memorisation method was as successful as the keyword technique. However, the semantic mapping technique has created moderately lower scores both in immediate and delayed post-tests. After an interval of seven weeks, no significant differences were observed between methods. The study yielded suggestions for future larger-scale studies regarding the sample group's size, the field of study, and variety in the target language.
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  Data: EJ1373536
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 57
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Rote Learning
        Type: general
      – SubjectFull: Semantics
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Retention (Psychology)
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: A Comparison of the Use of Three Vocabulary Learning Methods by Pre-Service English Language Teachers
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