CRITICAL READING 3

REVIEW OF JOURNAL entitled 'The Effect of Mnemonic Key Word Method on Vocabulary Learning and Long Term Retention’

by Mohammad Ahmadi Safa and Raouf Hamzavi (2013), Bu-Ali Sina University

Most of the studies on the key word method of second  language vocabulary learning have been based on the evidence from experiments and have primarily involved the use of English key words to learn the vocabularies of other languages. The present study inquired into the effect of using mnemonic key word method of vocabulary instruction on the learning and retention of vocabulary over long term.

In this study, the researcher compared mnemonic keyword method of vocabulary instruction with the classic memorization method of vocabulary in English learning context. The researcher divided the class into the experimental group which received vocabulary instruction using mnemonic key word method and the control group which received classic memorization based instruction of the same vocabulary items. The results of the research is that mnemonic key word method more efficient vocabulary learning and long-term retention than the classic memorization method. It is showed that the learners who used key word method were more successful in learning and retaining the vocabularies than those who only memorized the vocabularies.

Mnemonic techniques involve the use of both visual and verbal mental imagery to relate a word to be memorized with some previously learned knowledge. One mnemonic technique known as Keyword method. There are two versions of the Keyword Method, one based on the construction of visual images and the other based on the construction of sentences. Evidence exists that the visual imagery version is superior to the sentence construction version in facilitating recall of words.

In my opinion, the mnemonic key word method can be quite useful for the early stages of language development. Mnemonic key word method used visual imagery in learning process, and it will be interesting in the eyes of the young English learners. This method provides insight into the effectiveness of the keyword method, but it suffers from for the limitation. The key word method can be effective for concrete words only, and the abstract words should be taught with another method. The young language learners are exposed to quite concrete vocabulary items and the abstract words are postponed to the later stages.