Abstract
This study aimed at probing the effect of using mnemonic keyword techniques, a number of less used procedures, in teaching vocabulary in an EFL context in Iran on the vocabulary achievement level and vocabulary size of language learners. to this end, 70 EFL intermediate students were selected because they were all intermediate level learners. They were assigned to control and experimental groups. The instructor taught the two groups new vocabulary items in their textbooks as part of the class procedures. The first group received vocabulary instruction through mnemonic keyword techniques while the second had vocabulary taught in conventional ways. Both groups were tested for their EFL vocabulary achievement and vocabulary size. The results revealed significantly higher achievement and vocabulary size levels for the participants in the experimental group. Certain implications were provided for EFL instructors, material developers and EFL learners who pursue to boost their vocabulary levels more effectively.
Highlights
Vocabulary is an indispensable aspect of any extended communication and is often considered a more crucial component than structure (Richards and Renandaya, 2002)
This study aimed at probing the effect of using mnemonic keyword techniques, a number of less used procedures, in teaching vocabulary in an EFL context in Iran on the vocabulary achievement level and vocabulary size of language learners. to this end, 70 EFL intermediate students were selected because they were all intermediate level learners
The results revealed significantly higher achievement and vocabulary size levels for the participants in the experimental group
Summary
Vocabulary is an indispensable aspect of any extended communication and is often considered a more crucial component than structure (Richards and Renandaya, 2002). In the cases that EFL/ESL learners cannot convey their messages across should be omitted in a comprehensible way in either a written or spoken context due to an insufficient level of vocabulary, they lose their interest in furthering their achievement and may become demotivated. Considering this pivotal role of vocabulary, it is much of a surprise that vocabulary instruction has been relatively out of focus in EFL/ESL courses. It should be remembered that effective vocabulary teaching is not always a simple and straight process It often needs preparation in advance on the side of the instructors. Three lines of argument are suggested for the dilapidated state of vocabulary instruction in EFL/ESL contexts: a) A policy of focusing more on grammar at the expense of vocabulary has existed in EFL/ESL communities. b) A certain conviction in EFL pedagogic circles was common according to which learning a large number of words prior to building a solid grammar base would lead to producing too many ungrammatical sentences by the learners
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