| Summary: | 碩士 === 國立臺灣師範大學 === 英語學系 === 106 === Researchers in second language learning have often suggested that the keyword method would likely facilitate learners’ vocabulary learning. However, research on how to effectively reduce the steepness of the forgetting rate is scant. Therefore, this study explores how to make the acquired vocabulary more robust and investigates which encoding cue, word or picture, facilitates learners’ later retrieval. This research involved a five-week experiment, several interviews, and the researcher’s classroom observations. Four classes of 111 eighth graders were recruited for the study. The results of this study revealed that the adjusted teaching sequence of the keyword method made the acquired vocabulary more robust, and that word encoding cues worked better than picture encoding cues. To conclude, this study may be of importance in explaining how the keyword method facilitates junior high school students’ English vocabulary learning, as well as in providing English teachers with a better understanding when adopting the keyword method in their classrooms.
Key words: encoding cue, forgetting rate, the keyword method
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