Using the keyword method in the classroom: Is the interacting imagery necessary?

Dolean, Dacian Dorin

doi:10.1016/j.system.2014.04.003

Cited by 15 publications

(19 citation statements)

References 35 publications

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“…Indeed, the KWM tends to be more efficient when it is used to teach young students than when it is used with their older peers (Dolean, 2014). These findings support the use of the KWM to explicitly teach new vocabulary words in a FL to children registered in early elementary school programs.…”

Section: The Keyword Methodssupporting

confidence: 58%

“…Indeed, previous investigations suggest that the younger the age group, the more efficient the method can be in teaching new vocabulary words. This is not because young students would have a better performance than their older counterparts, but because the efficiency of explicitly teaching a foreign language using more traditional methods (like the P method) tends to be lower (Dolean, 2014). These findings add to the existing literature and support the use of the KWM in the classroom, especially when it is being used to teach young children and when visual support is being provided.…”

Section: Discussionmentioning

confidence: 62%

Section: The Keyword Methodsmentioning

confidence: 99%

“…All words were matched by the number of syllables, imagery value and concreteness value (Paivio, Yuille, & Madigan, 1968) in order to control for potential confounds generated by the use of different words (see also Dolean, 2014;Saggara & Alba, 2006). Prior to the experiment, 10 native Romanian speakers with college education level rated the imagery value of the three groups of words on a scale from 1 (very difficult to visualize) to 7 (very easy to visualize).…”

Section: Items Selectionmentioning

confidence: 99%

See 3 more Smart Citations

Teaching Young FL Learners New Vocabulary: A Comparison between the Efficiency of Keyword Method and Total Physical Response

Dolean¹,

Dolghi²

2016

IJEL

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Teaching a foreign language to young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

show abstract

Section: The Keyword Methodssupporting

confidence: 58%

Section: Discussionmentioning

confidence: 62%

Section: The Keyword Methodsmentioning

confidence: 99%

Section: Items Selectionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Young FL Learners New Vocabulary: A Comparison between the Efficiency of Keyword Method and Total Physical Response

Dolean¹,

Dolghi²

2016

IJEL

View full text Add to dashboard Cite

show abstract

“…However, the KWM proved to be very effective even without the emphasis on the interactive imagery, as long as certain criteria were considered in the selection of the two words. These criteria include, a high degree of phonemic overlapping, a high imagery value, and a high concreteness value (Dolean, 2014). Although the efficiency of the KWM is generally recognized by most scholars, some critics indicate that the method is less efficient than traditional learning methods when it is used by experienced foreign language learners or older students (Hogben & Lawson, 1994;Van Hell & Mahn, 1997;Wei, 2015).…”

Section: The Keyword Methodsmentioning

confidence: 99%

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

Khorasgani¹

2017

ijlet

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Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

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Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners

Seifert

Kulmhofer

Paleczek

et al. 2016

Early Childhood Educ J

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The increasing number of second language learners in classrooms all around the world has required teachers to adapt their teaching methods and materials to the various learners' needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend the many different words in this ''foreign'' language. For second language learners, developing reading skills and improving language abilities need to go hand in hand independent of the language. This article presents suggestions for reading lessons emphasizing vocabulary for both first and second language learners of various linguistic backgrounds. These suggestions are especially useful for reading lessons in mainstream second and third grade classrooms. Approaches to vocabulary building are discussed with particular focus on aspects to be considered for vocabulary selection (e.g. linguistic aspects); followed by recommendations on the instruction of the selected vocabulary. All the presented suggestions are based on materials developed in the context of a project in Austria, hence in a German speaking environment. Applicability of these suggestions for other languages is emphasized.

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Using the keyword method in the classroom: Is the interacting imagery necessary?

Cited by 15 publications

References 35 publications

Teaching Young FL Learners New Vocabulary: A Comparison between the Efficiency of Keyword Method and Total Physical Response

Teaching Young FL Learners New Vocabulary: A Comparison between the Efficiency of Keyword Method and Total Physical Response

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners

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