Abstract:
The purpose of the present study was to investigate the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. To this end, a sample of 151 Iranian female students from a public pre-university school was selected on the basis of availability. They were assigned to six groups. Each group was randomly assigned to one of the afore-mentioned treatment conditions. After the experimental period, two post-tests in multiple choice and fill-in-the-blanks formats were administered to assess the participants’ vocabulary comprehension and production. Two independent One-Way ANOVA procedures were used to analyze the obtained data. The results showed that the differences among the effects of the above-mentioned techniques were statistically significant in both vocabulary comprehension and production. These findings can have implications for learners, teachers, and materials developers.
Machine summary:
The Effect of Mnemonic and Mapping Techniques on L2 Vocabulary Learning Abbas Ali Zarei 1*, Flora Keysan 2 1 & 2 Imam Khomeini International University, Faculty of Humanities, Department of English, Qazvin, Iran The purpose of the present study was to investigate the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production.
Although many studies have been conducted on the effects of the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping (Bakken & Simpson, 2011; Pishghadam, & Ghanizadeh, 2006; Richmond, Cummings, & Klapp, 2008), these techniques have rarely been compared together.
In the first session, a full explanation of the selected techniques (the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping) was presented to each group of participants.
As it can be observed in Table 3, the differences among the effects of the other techniques are not statistically significant, indicating that the participants’ performance in those groups was almost similar on the vocabulary comprehension test.
Discussion Based on the findings of the present study, the peg word method group had the highest mean of all groups on both vocabulary comprehension and production tests.
This indicates that the peg word method and the loci method groups functioned better than the keyword mnemonic and mapping techniques on L2 vocabulary comprehension and production.