Abstract
The present study aimed at investigating the effect of teaching mnemonic keyword strategy on vocabulary learning and retention among students with learning disabilities in Asir region, Saudi Arabia. The participants of this study included 40 students with learning disabilities studying in the ninth grade in one of the middle schools in Abha, Saudi Arabia. These students were equally distributed into two groups (20 students in the control group and 20 students in the experimental group). Vocabulary achievement test (pre-test, post-test, and delayed test) prepared by the researchers to collect the data of this study. Also, the researchers designed 10 lessons to teach the experimental group keyword strategy, while the control group did not receive such instruction. The results of the study showed that there were no statistically significant differences between the control group and the experimental group in the pre-test of vocabulary achievement, while statistically significant differences were found between both groups in the post-test of vocabulary achievement in favor of experimental group. Furthermore, there were statistically significant differences between both groups in the delayed test of vocabulary achievement in favor of experimental groups either.
Highlights
Vocabulary learning is a substantial part for students to success in their academic life and it is widely believed that vocabulary acquisition should be included in the syllabus design (Schmitt, 2008)
The experimental group has received the explicit instruction of keyword strategy, while the control group has received the traditional method of teaching
The Independent Samples T-Test showed no significant differences between the control group and the experimental group in the pre-test of vocabulary achievement (α ≥ 0.05)
Summary
Vocabulary learning is a substantial part for students to success in their academic life and it is widely believed that vocabulary acquisition should be included in the syllabus design (Schmitt, 2008). Vocabulary retention is a fundamental factor in learning a foreign language since learners need to retain the acquired words learn them (Thornbury, 2002). One of the most significant strategies that facilitate vocabulary retention is mnemonic vocabulary strategy since it links the newly learned words to the learners’ prior knowledge through using visual or acoustic cues (Thornbury, 2002). Mnemonic strategy instruction has been used in general and special education for decades; this strategy uses memory devices which assist learners to acquire new words and retain them for a long time (Mastropieri & Scruggs, 1991). Mnemonic keyword strategy is of the most effective strategies in teaching and learning vocabulary; it includes using both verbal and visual mental imagery to link the newly learned words with previously known knowledge (Meara, 1980; Nation, 2001)
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