The use of visual/verbal and physical mnemonics in the teaching of Korean Hangul in an authentic L2 classroom context

Abstract

Abstract This article presents classroom-based research investigating the effects of using visual/verbal and physical mnemonics in the teaching of the Korean script, Hangul. The study compares the performances of two groups of learners: one group taught using mnemonics and one taught in the traditional way (through reference to the “design principles” of Hangul). Results show that the mnemonics group enjoyed significant advantages both on an immediate and a delayed test. This suggests that the memorisation advantages associated with mnemonics extend to alphabetic scripts such as Hangul, in addition to the logographic and syllabic scripts targeted in previous research. Moreover, the analysis shows that when used in authentic courses of study, mnemonics may have more long-term advantages than assumed in previous literature. In addition to out-performing the “design principles” group on the delayed test, the “mnemonics” group were shown to continue using the techniques at least 4/5 weeks after the instructio...