Efficacy of rote, context, keyword, and context/keyword learning strategies on retention of vocabulary in EFL classrooms /
In the present study, the efficacy of rote rehearsal, context, keyword, and context/keyword methods on immediate and long-term retention of English as a foreign language (EFL) vocabulary in natural classroom settings was examined. Eight intact ninth-grade EFL classes were randomly assigned to one of...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=730339351&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | In the present study, the efficacy of rote rehearsal, context, keyword, and context/keyword methods on immediate and long-term retention of English as a foreign language (EFL) vocabulary in natural classroom settings was examined. Eight intact ninth-grade EFL classes were randomly assigned to one of four learning conditions: rote rehearsal, context, keyword, and context/keyword condition. Cued recall was assessed either immediately or after a one-week delay. Results showed that the mnemonic-based methods (i.e., keyword and context/keyword) proved superior to the non-mnemonic-based methods (i,e., rote rehearsal and context) in both immediate and delayed recall. Additionally, results showed that the context/keyword method produced superior recall to any of the other three methods both immediately and after one week, suggesting a very promising educational value for this method. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | ix, 75 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 57-64). |