VIII. Differentiation of Mnemonic and Non-mnemonic Elaboration Techniques
Mnemonic and non-mnemonic elaboration techniques are differentiated by the manner of association of new words with previous knowledge in that: "mnemonic elaboration techniques establish this connection through verbal and visual imagery" however, the elaboration of non-mnemonic techniques makes this connection through use of semantic characteristics and may be through the organization of a list of scrambled words known as the 'ordering method' or through generation of sentences with the target word in a manner that the inference of the word can be made by the sentence or the 'sentence writing method'. (Sagarra and Alba, 2006, p. 231)
Furthermore, the connection can be made through construction of a diagram displaying the target word's semantic association known as the 'semantic mapping method. The semantic mapping method if the focus of the study reported by Sagarra and Alba which included 916 in the sampling pool of third semester L2 learners of Spanish at a U.S. university who voluntarily participated in the study. The same type of instruction was provided for all participants in order to avoid the results being confounded and none of the participants had been exposed to other teaching techniques that were used in this study. Both pre- and post-testing was conducted in this study.
The hypothesis stated in the study was "that the current study would show vocabulary learning methods requiring deeper processing to be more effective than those involving shallower processing" or rote memorization. (Sagarra and Alba, 2006, p. 237) Findings in the study relate the fact that the "...distribution of items by item effect for each presentation order of each posttest reveals that 75% of the worlds learn with the keyword method, and 60% of the words learned with semantic mapping are highly effective." The analysis in this study showed that "experimental words were highly reliable and effective, regardless of the treatment and presentation order." (Sagarra and Alba, 2006, p.237) the significant of these findings is the suggestion that the primary differences between the methods of learning was the result of the type of treatment instead of internal differences in the words used.
ANALYSIS of ARTICLE
Mnemonics do provide visual information or images, which have been found to be extremely effective for remembering and particularly for vocabulary recall. The study conducted and reported by Sagarra and Alba (2006) suggests that the direct teaching of vocabulary, whether it be by paired associative or some other method, has a legitimate role in L2 development and as such, should not be dismissed. It appears that the challenges to teachers of L2, is the simplification of the complexity of lexical items and the engagement of students in task that are challenging enough but yet are not quite within the capability of the L2 learner.
Experimental research invariably is inclusive of a very limited number of words to be learned and while this is understandable, it does raise the question of the extent to which these findings are applicable to real world teaching and learning situations. For example, when learning a new language, the learner is required to learn a great deal of vocabulary and the question is whether the technique of keyword mnemonic is capable of holding up in these circumstances.
The keyword technique is time-consuming and requires quite a bit of effort in implementation in vocabulary learning and as well, if used to excess, does appear to have some inherent disadvantages....
Further, it is in this stage that instructors have the ability to widen the instruction significantly to incorporate many activities that allow students to practice their new knowledge in a variety of different ways and with focus on a variety of different subject matters. In viewing the basic theoretical and practical-use background of the Natural Approach of Language Teaching and Learning, one can understand that basic functions that allow students
This idea of guidance is important; children need the framework and support to expand their ZPD. Since the ZPD defines the skills and abilities that children are in the process of developing, there is also a range of development that we might call a "stretch goal"(Mooney). For Vygotsky, supplying the child with a combination of theoretical and empirical learning methods is a more robust way to ensure cognition. This leads
Learning that is imparted through an educational institution or training company within the workplace setting in known as Work-based learning (WBL). WBL is administered by an external teacher in professional capacity and supervised by an employee of the company where WBL is imparted. An exhaustive literature review indicates that it was only after Moser report's shocking revelations, regarding lack of literacy, language, and numeracy skills in one out every five
Vocabulary Acquisition by English as a Second Language Learners This chapter provides a review of the relevant peer-reviewed and scholarly literature concerning vocabulary acquisition and English language learners and a discussion concerning Web-based vocabulary platforms including several representative examples as well as their potential for contributing to English language learner (ELL) student success. Finally, an analysis of pedagogy and technology integration in language acquisition is followed by a summary of research
Learning Model "Morris goes to School" by B. Wiseman. Heading: Your name, whole group, 5th grade, all, 09/03/2012. Objectives for Lesson The students will engage in reading and writing activities with reflection and understanding. The students will be motivated to connect the story to their own particular cultural/ethnic / routine experiences The students will be encouraged to generate situations and to apply to new circumstances using the story as their base The students will be encouraged to imagine
Learning Specialized Vocabulary Educators that provide instruction in English as a Second Language (ESL) must provide students with the primary concepts of English in the early stages of language development. As students progress and become more familiar with the language and its idiosyncrasies, advanced training is likely to acclimate students to much of the daily slang as well as complex vocabulary that they hear from native English speakers in routine conversation.
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now