Abstract
This study targeted to explore the effect of memory strategy on EFL learners’ vocabulary retention with a consideration of learners’ multiple intelligence. In this study, the memory strategy consisted of three parts of grouping, acronym and images. The participants of this study were 80 male and female EFL learners of intermediate level who underwent 12 hours of instruction in a language institute. They were chosen through convenience sampling and they then were randomly divided into an experimental group and a control group. The experimental group was directly taught how to implement memory strategies in learning vocabulary. A pre-test post-test control group design was carried out to collect the required data through vocabulary tests, memory strategy and multiple intelligence questionnaires. The results showed that the experimental group’s vocabulary retention statistically improved. Moreover, the relationship between MI and vocabulary retention of Iranian EFL learners was reported statistically significant. This positive relationship was particularly reported between existential MI, linguistic MI scores and spatial MI scores and vocabulary scores. The finding provided information on how to teach English vocabulary in EFL classes and also recommended that teachers exploit MI in the teaching processes. It also suggests that educators, learners, policy makers, material producers, and syllabus designers move from traditional-based approaches to more innovative ways of teaching vocabulary.
Highlights
Vocabulary is of great importance in comprehending a language
The participants of this study were 80 male and female EFL learners of intermediate level who underwent 12 hours of instruction in a language institute. They were chosen through convenience sampling and they were randomly divided into an experimental group and a control group
This study examined the role of memory strategies in vocabulary retentions across learners’ multiple intelligences (MI)
Summary
Vocabulary is of great importance in comprehending a language. According to Nation (2004), words are the basic parts of a language since they are vital for expressing objects, actions, and opinions. Without words, people will not be able to communicate their intended ideas. Today it is broadly approved that vocabulary learning is one of the prominent factors in the acquisition of a native language and in the learning of a foreign language (Morra & Camba, 2009). Vocabulary learning and vocabulary retention are yet matters of difficulty to language learners (Zimmerman, 1998). The challenging and controversial issue in vocabulary learning is not its acquisition but its retention or the ability to access them when talking or writing. The issue gets even more critical for adult English learners
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