Individuality in Higher Education: The Use of the Multiple-Mnemonic Method to Enhance ESP Students' Vocabulary Development (Depth and Size) and Retention
Vocabulary learning is considered to be the most comprehensive and the most difficult part of language learning for all the students especially for ESP students. These students complain that vocabulary items are too many and are easily forgotten after they are learned. Mnemonic devices, a group of m...
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| Format: | Article |
| Language: | English |
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University of Isfahan
2015-02-01
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| Series: | Applied Research on English Language |
| Subjects: | |
| Online Access: | http://are.ui.ac.ir/article_15498_799c61b0ef7323d6453605546ccc9f9f.pdf |
| Summary: | Vocabulary learning is considered to be the most comprehensive and the most difficult part of
language learning for all the students especially for ESP students. These students complain that
vocabulary items are too many and are easily forgotten after they are learned. Mnemonic
devices, a group of mental strategies, are developed to facilitate vocabulary learning and
retention for such students. These students, however, have varied needs and interests and if
vocabulary teaching and learning are planned to be effective and enjoyable, various methods
and strategies must be employed. To this end, the multiple-mnemonic method was developed
and studied. Two intact groups of ESP students participated in this study. In the experimental
group the multiple-mnemonic method was used while in the control group the vocabulary
items were just taught and reviewed. The results of the study showed that the multiplemnemonic
method group significantly performed better than the control group in terms of
vocabulary development and retention. EVKS was also further evaluated and used in this study
as a measure of vocabulary size and vocabulary depth. |
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| ISSN: | 2252-0198 2322-5343 |