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Fostering the vocabulary memory through mnemonic learning

Fostering the vocabulary memory through mnemonic learning. Yi-Ming Ke, Allen Tsai-Ping Lee, Linda Tzu-Ning Kao, Rachel. Background statement. Vocabulary-memorization is one of the biggest problem in the process of learning English.

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Fostering the vocabulary memory through mnemonic learning

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  1. Fostering the vocabulary memory through mnemonic learning Yi-Ming Ke, Allen Tsai-Ping Lee, Linda Tzu-Ning Kao, Rachel

  2. Background statement • Vocabulary-memorization is one of the biggest problem in the process of learning English. • Students star to learn English when they are aged 11 or 12 in Taiwan • They have to lean mother language and foreign language at same time

  3. Introduction The ways of vocabulary-memorization Mnemonic learning The traditional instruction

  4. Definitions • 1.Tranditional instruction • Students are told and taught how to pronounce it and repeated after teacher simultaneously • 2.Menmonic learning Through picture students can understand the pronunciation connection between the objectshown on the picture and the vocabulary

  5. Example

  6. Research Question • 1.Is there a difference in the amount of students’ vocabulary memorization between the mnemonic learning instruction and the traditional instruction ? • 2. Is there a different of students’ spelling abilities between the mnemonic learning instruction and the traditional instruction?

  7. Purpose • This study was an attempt to examine the effects of the use of mnemonic learning on increasing vocabulary memorization.

  8. Literature of Review • Wilkins argued (1972) that“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed. • Oxford (1990) pointed out that language learners typically have significant difficulty on remembering a large amount of vocabulary simultaneously

  9. Systematic over the past 20 years has documented the effectiveness of Atkinson’s (1975)mnemonic keyword method for facilitating acquisition of vocabulary word meanings (Levin, 1993). • The finding report by Wyra, Lawson and Hungi (2007) ,which examined the effects on students using mnemonic keyword method to learned Spanish words, revealed that the keyword method was a useful procedure for acquisition of vocabulary in FL learning.

  10. Chp:3 Method • A quasi-experimental design • Effects of the use of mnemonic learning (ML) Six segments: 1. Participants 2. Material 3. Training of ML teacher 4. Procedure 5. Testing procedure and data collection 6. Scoring

  11. Chp:3 1. Participants Chp:3 5 6 6th-grade elementary school students 2 6 ML condition Experimental group 3 0 TI condition Control group

  12. Chp:3 2. Material Chp:3 • Word selection:15 vocabulary words • Auxiliary pictures 3. Training of ML teacher • Video • One-hour meeting 4. Procedure • Two classes were taught by the same teacher •  vocabulary  grammar

  13. Chp:3 5. Testing procedure and data collection • Pretest: 1 week before the instruction • Posttest: end of the lesson • Testing session: 15 mins • Types of testing: matching, connecting, spelling 6. Scoring • Matching: 10 • Connecting: 10 • Spelling:10 Fish house ( ) ( ) thus search piano dcde imgne 尋找 a e i 決定 因此 鋼琴 想像

  14. Finding Results : Repeated measures analysis indicated that mnemonic learning did not make an effect on vocabulary memorization. Table 1 Mean and standard deviation (SD) scores of student’s vocabulary memorization and the ability of word spelling Group Mean SD n . WS TI condition 6.45 2.15 30 ML condition 4.44 2.40 26 . VM TI condition 23.78 4.48 30 ML condition 18.33 6.56 26 . Note: VM= vocabulary memorization and WS= word spelling Chp:4

  15. Table 2 Repeat measures analysis results of student’s ability of word spelling and the vocabulary memorization Repeat measures analysis . F p . pre-posttest effect .278a.600 Interaction within group effect .001a.970 Figure 1 Chp:4

  16. Chp:4 At the onset of this study 26 ML condition Experimental group 30 TI condition Control group Table 3 Mean and standard deviation (SD) scores of student’s vocabulary memorization and the ability of word spelling Group Mean SD n . WS TI condition 6.45 2.15 30 ML condition 4.44 2.40 26 VM TI condition 23.78 4.48 30 ML condition 18.33 6.56 26 . Table 4 T test results of student’s vocabulary memorization and the ability of word spelling Levene’s test for T test for equality of means quality of variance. F p t p mean difference WS equal variance assumed .046 .832 3.297 .002 .609 VM equal variance assumed 1.227 .273 3.674 .001 1.485 .

  17. Progress of word spelling, vocabularu memorization 30 TI condition Control group Table 5Mean and SD scores of the control group’s word spelling test . Mean SD n . Pretest 6.450 2.155 30 Posttest 6.467 2.173 30 . Table 6 Paired T test results of students’ word spelling test of the pretest and posttest Paired variance difference Mean SD t p . Paired pretest-posttest -0.167 0.334 -.273 .787 Table 7 Mean and SD scores of the control group’s vocabulary memorization test Mean SD n . Pretest 23.783 4.477 30 Posttest 23.933 4.511 30 Table 8 Paired T test results of students’ vocabulary memorization test Paired variance difference Mean SD t p . Paired pretest-posttest -.150 .511 -1.608 .119 Chp:4

  18. 26ML condition Experimental group Progress of word spelling vocabularu memorization Table 9Mean and SD scores of the experimental group’s word spelling test . Mean SD n . Pretest 4.442 2.401 26 Posttest 4.462 2.404 26 . Table 10 Paired T test results of students’ word spelling test of the pretest and posttest Paired variance difference Mean SD t p . Paired pretest-posttest -0.19 0.98 -1.000 .327 Table 11 Mean and SD scores of the experimental group’s vocabulary memorization test Mean SD n . Pretest 18.327 6.565 26 Posttest 18.269 6.662 26 Table 12 Paired T test results of students’ vocabulary memorization test Paired variance difference Mean SD t p . Paired pretest-posttest 0.058 .294 1.000 .327 Chp:4

  19. Word spelling Vocab. memorization Chp:4

  20. Discussion • The findings: the use of mnemonic learning did not make salient effects at the sixth grade elementary school students. • word spelling: mnemonic learning instruction did not emphasis on it. • Difficult in the transition of the meanings of the words and the pictures to young learners.

  21. Limitations and future directions 2. 3. 4. 1. The same proficiency of English 2. A great amount of weekly lesson 3. Relevant knowledge 4. Investigating the effects of mnemonic learning in adults 1.Unequivalence of English proficiency 2. Unfamiliar with the teaching method & teaching materials in one lesson 3. the memory strategy instruction

  22. Conclusion • The mnemonic learning is one of complementary approaches which provides learners another choice in vocabulary learning. 來去遊行! 因為哇愛台灣啦!! 嗯?? 遊行哦! 頗累的~ 每日一字: Parade

  23. Thank you~

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