This study aimed at probing the effect of using mnemonic keyword techniques, a number of less used procedures, in teaching vocabulary in an EFL context in Iran on the vocabulary achievement level and vocabulary size of language learners. to this end, 70 EFL intermediate students were selected because they were all intermediate level learners. They were assigned to control and experimental groups. The instructor taught the two groups new vocabulary items in their textbooks as part of the class procedures. The first group received vocabulary instruction through mnemonic keyword techniques while the second had vocabulary taught in conventional ways. Both groups were tested for their EFL vocabulary achievement and vocabulary size. The results revealed significantly higher achievement and vocabulary size levels for the participants in the experimental group. Certain implications were provided for EFL instructors, material developers and EFL learners who pursue to boost their vocabulary levels more effectively.
Abstract-Two of the variables apparently contributing to the processes of EFL achievement are Willingness to Communicate (WTC) and Vocabulary Learning Strategies (VLS). They seem to be fundamental among Iranian EFL learners due to the fact that semantics and its backbone-vocabulary-as well as the incentive or motivation, Willingness to Communicate (WTC)-influence the progress and improvement of the proficiency of Iranian EFL learners. Moreover, the review of literature clarifies the fact that few studies have tried to open up the relationship between these two variables, i.e. WTC and VLS. Hence, the present study explored the relationship between the WTC and VLS among Iranian EFL learners. Based on this, 137 intermediate Iranian EFL learners who were studying in a language institute in Tehran were selected as the participants of the study. They were asked to fill out two questionnaires including WTC and VLS. The finding indicated that there is a significant correlation between the two variables. The study provided some pedagogical implications for those who are concerned with language learning and teaching including language teachers, teacher trainers, syllabus designers, and EFL learners.
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