The Effect of Using Memory - Aided Strategies on Vocabulary Retention of EFL Primary School Children
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة بورسعيد - كلية التربية |
| المؤلف الرئيسي: | Badawi, Mohamed Farrag (Author) |
| المجلد/العدد: | مج2, ع4 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2008
|
| الشهر: | يونيو |
| الصفحات: | 53 - 73 |
| ISSN: |
2090-5319 |
| رقم MD: | 657474 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
64
| المستخلص: |
If vocabulary is very essential to know a language, memory is vital to collect, store, and retrieve it. Accordingly, memory-aided strategies have been accepted as effective vocabulary learning strategies. However, teaching English vocabulary in primary schools relies on direct instruction method where vocabulary words are presented with their definitions or their translated equivalents and so students resort to memorization as a vocabulary learning strategy. Therefore, the current research investigated the effect of using two memory-aided strategies namely, phonological and pictorial associations on immediate and delayed retention of English vocabulary among Saudi primary school children. A sample of 92 Saudi primary school six-graders was selected from a Saudi government primary school. For data collection, a memory-aided strategy training unit, and a vocabulary retention test were developed and administered. Statistically, the t-test technique was used for analyzing the obtained data. Results showed that both the phonological and pictorial association strategies were more effective than the direct instruction method in improving children's immediate and delayed vocabulary retention. Interestingly, the effectiveness of the pictorial association strategy surpassed the effectiveness of phonological association strategy in improving children's immediate and delayed vocabulary retention. |
|---|---|
| ISSN: |
2090-5319 |
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