An investigation into the effects of vocabulary learning strategies on the retention of Latin vocabulary in a Year 7 class

Hannah Warwicker

doi:10.1017/s2058631019000266

Abstract

Highlights

This study took place in a Year 7 class in a selective mixed independent school and examines the use of learning strategies for Latin vocabulary
The students were asked how they normally learn vocabulary, and these results using their normal method are compared to the results of using three different strategies. This subject was chosen as I observed that many students who are otherwise successful at school struggle in particular with the vocabulary learning aspect of studying Latin
One pupil in this study described a visualisation process which is very similar to the keyword method, where the meaning of Latin fur is remembered by visualising a thief stealing a fur coat

Summary

Introduction

This study took place in a Year 7 class in a selective mixed independent school and examines the use of learning strategies for Latin vocabulary. The students were asked how they normally learn vocabulary, and these results using their normal method are compared to the results of using three different strategies. This subject was chosen as I observed that many students who are otherwise successful at school struggle in particular with the vocabulary learning aspect of studying Latin. In this study I investigate the extent to which techniques found to be successful in modern languages are applicable to Latin, on which less research has been done. I will focus on the practicality of using any strategy in the classroom context within the constraints of keeping up with schemes of work, teacher preparation time, and the capabilities of Year 7 students; it was important to me that my findings be applicable in my future teaching career

Objectives

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Results

Conclusion