Tzu-ning Rachel Kao (Graduate student) [email protected] [email protected] Wen-chi Vivian Wu...

Tzu-ning Rachel Kao Tzu-ning Rachel Kao (Graduate student)(Graduate student)

[email protected]@pu.edu.tw

Wen-chi Vivian Wu Wen-chi Vivian Wu (Associate professor)(Associate professor)

[email protected]@pu.edu.tw The Department of English

The Department of English

Providence University

Providence University

Taichung city, Taiwan

Taichung city, Taiwan

This study was an attempt to This study was an attempt to examine the effects of the use of examine the effects of the use of mnemonic learning on increasing mnemonic learning on increasing vocabulary memorization.vocabulary memorization.

The finding report by Wyra, Lawson and Hungi The finding report by Wyra, Lawson and Hungi (2007) ,which examined the effects on students using (2007) ,which examined the effects on students using mnemonic keyword method mnemonic keyword method to learned Spanish words, to learned Spanish words, revealed that the revealed that the keyword method was a keyword method was a useful useful procedure for acquisition of vocabulary in FL learning. procedure for acquisition of vocabulary in FL learning.

Systematic over the past 20 years has Systematic over the past 20 years has documented the effectiveness of documented the effectiveness of Atkinson’s (1975) Atkinson’s (1975)

mnemonic keyword method mnemonic keyword method for facilitating acquisition of for facilitating acquisition of vocabulary word meanings (Levin, 1993). vocabulary word meanings (Levin, 1993).

Oxford (1990) pointed out that language Oxford (1990) pointed out that language learners typically have significant difficulty on learners typically have significant difficulty on remembering a large amount of vocabulary remembering a large amount of vocabulary simultaneously .simultaneously .

Wilkins argued (1972) that “Without grammar Wilkins argued (1972) that “Without grammar very little can be conveyed, without vocabulary very little can be conveyed, without vocabulary nothing can be conveyed. nothing can be conveyed.

A quasi-experimental designA quasi-experimental designEffects of the use of mnemonic learning (ML)Effects of the use of mnemonic learning (ML)

Six segments:Six segments:

5 6 6th-grade elementary school students

2 6 ML condition

Experimental group

3 0TI condition

Control group

Word selection:15 vocabulary wordsWord selection:15 vocabulary wordsAuxiliary pictures Auxiliary pictures

3. Training of ML teacher3. Training of ML teacherVideoVideoOne-hour meeting One-hour meeting

4. Procedure4. ProcedureTwo classes were taught by the same teacherTwo classes were taught by the same teacher vocabulary vocabulary grammar grammar

Pretest: 1 week before the instructionPretest: 1 week before the instructionPosttest: end of the lessonPosttest: end of the lessonTesting session: 15 minsTesting session: 15 minsTypes of testing: matching, connecting, spelling Types of testing: matching, connecting, spelling

6. Scoring6. ScoringMatching: 10Matching: 10Connecting: 10Connecting: 10Spelling:10Spelling:10

Fish house

( ) ( )

thus

search

piano

d c de

im g ne

尋找

因此

鋼琴

決定

想像

a e

i

Results : Repeated measures analysis indicated that Results : Repeated measures analysis indicated that mnemonic learning did not have an effect on mnemonic learning did not have an effect on vocabulary memorization. vocabulary memorization.

Table 1 Mean and standard deviation (SD) scores of student’s vocabulary memorizationTable 1 Mean and standard deviation (SD) scores of student’s vocabulary memorization and the ability of word spelling and the ability of word spelling .. Group Mean SD n Group Mean SD n . . WS TI condition 6.45 2.15 30WS TI condition 6.45 2.15 30 ML condition 4.44 2.40 26 ML condition 4.44 2.40 26 . . VM TI condition 23.78 4.48 30 VM TI condition 23.78 4.48 30 ML condition 18.33 6.56 26 ML condition 18.33 6.56 26 . . Note: Note: VM= vocabulary memorization and WS= word spellingVM= vocabulary memorization and WS= word spelling

Repeat measures analysisRepeat measures analysis

.. F p F p .. pre-posttest effect .278 pre-posttest effect .278 Interaction within group effect .001 Interaction within group effect .001 ..

Figure 1Figure 1Pretest Posttest

Total Score

18.00

19.00

20.00

21.00

22.00

23.00

24.00

估計邊緣平均數

groupcontrol

experimental

MEASURE_1 的估計邊緣平均數

.600

.970

Group A X Group A X

Group BGroup B

WS: word spelling VM: vocabulary memorizationWS: word spelling VM: vocabulary memorization

WS

VM

WS

VM

WS

VM

WS

VM

Students in the control group performed better than Students in the control group performed better than their counterparts in the ability of word spellingtheir counterparts in the ability of word spelling

Table 3 Mean and standard deviation (SD) scores of student’s ability of word spelling Table 3 Mean and standard deviation (SD) scores of student’s ability of word spelling

Group Mean SD n Group Mean SD n . .

WS TI condition 6.45 2.15 30WS TI condition 6.45 2.15 30 ML condition 4.44 2.40 26 ML condition 4.44 2.40 26

Table 4 T test results of student’s ability of word spelling Table 4 T test results of student’s ability of word spelling

Levene’s test for T test for equality of meansLevene’s test for T test for equality of means quality of variancequality of variance ..

F p t p mean difference F p t p mean difference WS equal variance assumed .046 .832 3.297 .609WS equal variance assumed .046 .832 3.297 .609

26 ML conditionExperimental group

30 TI conditionControl group

.002

Word Spelling

Group A X Group A X

Group BGroup B


WS

VM

WS

VM

WS

VM

WS

VM

Students in the control group outperformed their counterparts in the Students in the control group outperformed their counterparts in the amount of vocabulary words memorizedamount of vocabulary words memorized

Table 3 Mean and standard deviation (SD) scores of student’s vocabulary memorization Table 3 Mean and standard deviation (SD) scores of student’s vocabulary memorization

Group Mean SD n Group Mean SD n .. VM TI condition 23.78 4.48 30 VM TI condition 23.78 4.48 30 ML condition 18.33 6.56 26 ML condition 18.33 6.56 26 ..

Table 4 T test results of student’s vocabulary memorization Table 4 T test results of student’s vocabulary memorization

Levene’s test for T test for equality of meansLevene’s test for T test for equality of means quality of variance quality of variance ..

F p t p mean difference F p t p mean difference . . VM equal variance assumed 1.227 .273 3.674 1.485 VM equal variance assumed 1.227 .273 3.674 1.485 . .



.001

Vocabulary memorization

Group A X Group A X

Group BGroup B


WS

VM

WS

VM

WS

VM

WS

VM

Table 5 Table 5 Mean and SD scores of the control group’s word spelling testMean and SD scores of the control group’s word spelling test . .

Mean SD n Mean SD n .. Pretest 6.450 2.155 30Pretest 6.450 2.155 30 Posttest 6.467 2.173 30 Posttest 6.467 2.173 30 ..

Table 6 Table 6 Paired T test results of students’ word spelling test of the pretest and posttest Paired T test results of students’ word spelling test of the pretest and posttest Paired variance difference Paired variance difference Mean SD t p Mean SD t p .. Paired pretest-posttest -0.167 0.334 -.273Paired pretest-posttest -0.167 0.334 -.273

Table 7Table 7 Mean and SD scores of the control group’s vocabulary memorization test Mean and SD scores of the control group’s vocabulary memorization test Mean SD n Mean SD n .. Pretest 23.783 4.477 30 Pretest 23.783 4.477 30 Posttest 23.933 4.511 30 Posttest 23.933 4.511 30

Table 8Table 8 Paired T test results of students’ vocabulary memorization test Paired T test results of students’ vocabulary memorization test Paired variance difference Paired variance difference Mean SD t p Mean SD t p . . Paired pretest-posttest -.150 .511 -1.608Paired pretest-posttest -.150 .511 -1.608


.787

.119

Group A X Group A X

Group BGroup B


WS

VM

WS

VM

WS

VM

WS

VM

Table 9Table 9 Mean and SD scores of the experimental group’s word spelliMean and SD scores of the experimental group’s word spelling testng test . .

Mean SD n Mean SD n .. Pretest 4.442 2.401 26Pretest 4.442 2.401 26 Posttest 4.462 2.404 26 Posttest 4.462 2.404 26 ..

Table 10 Table 10 Paired T test results of students’ word spelling test of the pretest and posttest Paired T test results of students’ word spelling test of the pretest and posttest Paired variance difference Paired variance difference Mean SD t p Mean SD t p .. Paired pretest-posttest -0.19 0.98 -1.000Paired pretest-posttest -0.19 0.98 -1.000

Table 11Table 11 Mean and SD scores of the experimental group’s vocabulary memorization test Mean and SD scores of the experimental group’s vocabulary memorization test Mean SD n Mean SD n .. Pretest 18.327 6.565 26 Pretest 18.327 6.565 26 Posttest Posttest 18.26918.269 6.662 26 6.662 26

Table 12Table 12 Paired T test results of students’ vocabulary memorization test Paired T test results of students’ vocabulary memorization test Paired variance difference Paired variance difference Mean SD t p Mean SD t p .. Paired pretest-posttest 0.058 .294 1.000 Paired pretest-posttest 0.058 .294 1.000


.327

.327

6.4676.45

4.4624.442

0

1

2

3

4

5

6

7

TI 6.45 6.467

ML 4.442 4.462

pretest posttest

23.783 23.933

18.327 18.269

0

5

10

15

20

25

30

TI 23.783 23.933

ML 18.327 18.269

pretest posttest

Word spelling Vocab. memorization

1.Unequal level of English proficiency

2. Unfamiliar with the teaching method & teaching materials in one lesson

3. The memory strategy instruction

1. The same level of English proficiency 2. A great amount of weekly lessons

3. Relevant knowledge

4. Investigating the effects of mnemonic learning in adults

Limitations Future Directions

Mnemonic learning is one of complementary Mnemonic learning is one of complementary approaches which provides learners an approaches which provides learners an option to learn vocabulary words.option to learn vocabulary words.

來去遊行 !因為哇愛台灣啦 !!

嗯 ?? 遊行哦 !

頗累的 ~

每日一字 : Parade

Thank youThank you

Tzu-ning Rachel Kao (Graduate student) [email protected] [email protected] Wen-chi Vivian Wu...

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